A causal model of students' achievement in a college physics course

To explain students' achievement in the mechanics segment of a college physics course, a causal model is proposed whose variables are the three constructs: Newtonian physics, math ability, and science experience. Each variable specifies several variates, whose numerical values were measured and intercorrelations computed. The Factorial Modeling (FaM) procedure is applied to the data to estimate the coefficients of the proposed model's structural equations. The FaM results indicate that the model is plausible and that its first two variables account for approximately 34% of the variance in the criterion variate, students' mechanics achievement. The implications of the findings for physics instruction are discussed.     

Success of students in a college physics course with and without experiencing a high school course

High school students with high ability were enrolled in a standard college physics course for each of two summers with the same professor, same course outline, same textbook, same laboratories, and the same examinations. Half of each group had completed a high school physics course; half had not. Dormitory counselors were available for assistance and support. In addition, tutors were available in the laboratories to provide any help necessary with interpretation of lectures and performances in the laboratory, and with mathematical computation. Pre- and posttest measures concerning course content and attitude were given. After the eight-week summer instruction, the students who had not completed high school physics performed as well on the final course examination; there were no differences with respect to course grade or attitude toward physics. The group that had not completed high school physics used the tutors provided far more frequently than did students who had completed the high school course. When high-ability students are enrolled in college physics with tutors made available for needed assistance, there appears to be no advantage for students to complete the standard high school physics course.     

Impact and dynamics of portfolio assessment and traditional assessment in a college physics course

Popular belief in alternative assessment procedures suggests that the use of student portfolios can help learners successfully organize and integrate newly acquired scientific knowledge. This two-group comparison study documents the use of student created portfolios in an algebra-based, college-level, introductory physics course. Sixteen students were assessed primarily using a portfolio-style assessment procedure. Nineteen students were assessed primarily using traditional, objective examinations. Both groups were given the same cumulative, multiple-choice final examination. All students completed a pre- and post-self-report survey of achievement in physics. There were no significant differences in learner achievement between the two groups on the final examination or on the self-report of achievement given before and after instruction. Analysis of two focus group discussions did, however, suggest that students assessed by portfolios feel less anxious about learning physics, devote considerable time to reading and studying outside of class, internalize and personalize the content material, and enjoy the learning experience. The results of this study suggest that portfolio-style assessment procedures support student achievement at least at the same level as traditional assessment procedures and appear to have additional benefits. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 255–271, 1997.     

网络课程在大学物理实验教学中的应用探索

网络课程在教学中日益发挥着重要的作用。立足校园网构建大学物理实验网络课程,进行开放式教学,已成为大学物理实验教学过程中不可或缺的组成部分。从教学性、技术性、可用性几方面介绍了网络课程的内容和要求,分析了其在实验教学中的作用,阐述了网络课程建设对培养学员自主学习能力和创新能力的重要意义。     

师范院校物理学专业开设课程的调查分析

采用问卷调查的方法,对高中、初中物理教师及中学领导进行了教师教育专业课程重要性的问卷调查.从结果分析可以看出,各类课程在师范教育课程中所起的作用不同.认为物理教师教育专业应立足学生发展,构建以通识教育课程、物理学科课程和教育学科课程为架构的教育课程模式,增加教育学科课程在教师教育中的比例.     

A comparison between traditional and constructivist teaching in college biology

Two large sections of introductory biology for nonmajors were given the same course information with two different teaching styles. One group (N=86) was presented material in the traditional teacher-centered manner of lecture and laboratory while course information was given to the second group (N=98) in the student-centered, constructivist format. Learning was assessed in both groups with the same evaluative instruments and the results compared. This analysis revealed that the experimental (constructivist taught) population did significantly better than the control (traditionally taught) population. Furthermore, the students in the experimental group maintained a better attitude throughout the semester and enjoyed the introductory course more than the students in the control population.     

论高校专业篮球选修课战术技能的教学

通过篮球选修课的教学,如何对学生进行篮球战术意识的培养,从篮球战术意识的含义、作用、培养方法及注意的问题进行了阐述。     

大学物理CAI课件教学研究

从大学物理CAI课件教学实践出发,分析CAI课件制作的合理性和CAI课件教学的有效性,阐述了切合学校教学实际的课件,是充分发挥课件优势的核心;讲究课件运用策略,是达到教学效果最优化的保证.     

A statistical comparison between inductive and traditional laboratories in college physical science

An inductive approach to the physical science laboratory yields better performance on a test for critical thinking in the physical sciences than does the traditional approach.     

大学物理教学过程中几个问题的思考

在大学物理课教学过程中,“物理思维”、“思想政治工作”对大学生学习大学物理课的兴趣起着不可磨灭的贡献,通过四种途径可以提高大学物理课程的教学质量,从而提高学生自身素质。这四种途径分别是：（1）激发学生学习物理学的兴趣;（2）提高教师队伍的专业素质;（3）根据物理课的特点及学生特点因材施教：（4）发挥思想工作的重要作用。     

Process skills acquisition,cognitive growth,and attitude change of ninth grade students in a scientific literacy course

This is a report of the effects of a scientific literacy course on the skills, cognitive ability, and attitude of students in the first year of high school. Specifically, the research examines (1) whether it is possible to teach scientific skills, (2) whether a literacy curriculum affects attitude and cognitive ability, and (3) whether incoming student characteristics affect the development of attitude and cognitive abilities. Two hundred and fifty (126 male and 124 female) ninth grade students were enrolled in a specially designed literacy course which met for 3 hours and 20 minutes each week for 39 weeks. Students were pretested for logical, spatial, verbal, and mathematical ability, as well as for attitude toward self and science, and psychological type. The course was successful in teaching skills. In addition, there were significant increases in spatial, verbal, and quantitative ability. Increases in cognitive ability were predicted by logical ability, measurement skills, and academic self-concept. Attitudes declined as a result of participation in the course. Self concept and mastery were related to cognitive variables and motivation, mastery, and control were related to psychological type.     

大学物理和中学物理教学内容的衔接研究--以“惠斯登电桥”教学设计为例

电桥的内容在新课标中被删掉了,但是这种分析问题的思想实际上是恒定电流一章知识的升华,是考查学生对本章知识的理解和应用能力的掌握提升。     

Background factors and success in college physics

The author has cast a new light on some old myths concerning predictors of success in college physics.