Department of Physics, Stanford University, Stanford, California, United States of America.
Department of Applied Physics, Stanford University, Stanford, California, United States of America.
PLoS One. 2020 Dec 17;15(12):e0244146. doi: 10.1371/journal.pone.0244146. eCollection 2020.
In a previous study, we found that students' incoming preparation in physics-crudely measured by concept inventory prescores and math SAT or ACT scores-explains 34% of the variation in Physics 1 final exam scores at Stanford University. In this study, we sought to understand the large variation in exam scores not explained by these measures of incoming preparation. Why are some students' successful in physics 1 independent of their preparation? To answer this question, we interviewed 34 students with particularly low concept inventory prescores and math SAT/ACT scores about their experiences in the course. We unexpectedly found a set of common practices and attitudes. We found that students' use of instructional resources had relatively little impact on course performance, while student characteristics, student attitudes, and students' interactions outside the classroom all had a more substantial impact on course performance. These results offer some guidance as to how instructors might help all students succeed in introductory physics courses.
在之前的研究中，我们发现学生的入学准备（粗略地通过概念清单预评分和数学 SAT 或 ACT 分数来衡量）可以解释斯坦福大学物理 1 期末考试成绩的 34%的差异。在这项研究中，我们试图了解这些入学准备措施无法解释的考试成绩的巨大差异。为什么有些学生在物理方面成功，而与他们的准备无关？为了回答这个问题，我们采访了 34 名概念清单预评分和数学 SAT/ACT 分数特别低的学生，了解他们在课程中的经历。我们意外地发现了一套共同的做法和态度。我们发现，学生对教学资源的使用对课程成绩的影响相对较小，而学生的特点、态度以及学生在课堂外的互动对课程成绩都有更实质性的影响。这些结果为教师如何帮助所有学生在入门物理课程中取得成功提供了一些指导。
