期刊
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
卷 18, 期 2, 页码 -出版社
AMER PHYSICAL SOC
DOI: 10.1103/PhysRevPhysEducRes.18.020122
关键词
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This study surveyed an introductory quantum mechanics course and found that implementing a student-centered prime-time learning model improved students' self-efficacy. Additionally, this teaching method remained effective during remote teaching, with no decline in students' conceptual knowledge or self-efficacy.
Physics instruction is often unable to support students' self-efficacy. The remote teaching brought on by the COVID-19 pandemic has also affected learning. We surveyed an introductory quantum mechanics course for three years during a transition into the spin first approach, adapting the student-centered prime-time learning model and using it through the remote teaching during the pandemic. Prime-time learning includes weekly meetings where students and instructors discuss in a small group, and the assessment is based on exercises, group work, and self-assessment. We show that this teaching method improved students' self-efficacy. Students' conceptual knowledge post teaching remained high throughout the teaching reform, as measured by an abbreviated Quantum Mechanics Concept Assessment test. We also find that the prime-time model is remarkably stable during remote teaching: in contrast to many other studies, we did not see a decline in conceptual learning outcomes or self-efficacy in remote teaching during the COVID-19 pandemic.
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