论文标题
使用研究验证的多项选择序列，提高学生对船尾grach实验基础的量子力学的理解
Improving student understanding of quantum mechanics underlying the Stern-Gerlach experiment using a research-validated multiple-choice question sequence
论文作者
论文摘要
在课堂上让学生与精心设计的多项选择问题吸引学生，并要求他们在每个学生分别考虑分别考虑回答后与同龄人讨论答案，这可能是物理课程中有效的基于证据的主动参与教学法。此外，与单个关于各种主题的单个选择问题相比，经过多项选择问题的验证序列更有可能帮助学生建立良好的物理知识结构。在这里，我们讨论了一个框架，以开发多项选择问题的稳健序列，然后将框架使用框架来开发，验证和实施一系列多项选择问题序列，重点是帮助学生通过Stern-Gerlach实验来帮助学生学习量子力学，以利用在同一主题上与基于指导性的询问学习序列中的有指导性的询问学习序列。开发和验证多项选择问题序列的广泛研究旨在使其对在高级本科量子物理学课程中准备多样化的学生有效。在传统的基于讲座的教学与与研究验证的多项选择问题序列接触之后，我们讨论了学生在评估任务上的绩效，重点是船尾 - grach实验，作为单击问题，学生有机会与同伴讨论他们的回答。
Engaging students with well-designed multiple-choice questions during class and asking them to discuss their answers with their peers after each student has contemplated the response individually can be an effective evidence-based active-engagement pedagogy in physics courses. Moreover, validated sequences of multiple-choice questions are more likely to help students build a good knowledge structure of physics than individual multiple-choice questions on various topics. Here we discuss a framework to develop robust sequences of multiple-choice questions and then use the framework for the development, validation and implementation of a sequence of multiple-choice questions focusing on helping students learn quantum mechanics via the Stern-Gerlach experiment that takes advantage of the guided inquiry-based learning sequences in an interactive tutorial on the same topic. The extensive research in developing and validating the multiple-choice question sequence strives to make it effective for students with diverse prior preparation in upper-level undergraduate quantum physics courses. We discuss student performance on assessment task focusing on the Stern-Gerlach experiment after traditional lecture-based instruction vs. after engaging with the research-validated multiple-choice question sequence administered as clicker questions in which students had the opportunity to discuss their responses with their peers.
