期刊名称：Physical Review ST Physics Education Research
电子版ISSN：1554-9178
出版年度：2009
卷号：5
期号：1
页码：10109
DOI：10.1103/PhysRevSTPER.5.010109
出版社：American Physical Society
摘要：The paper reports on how educational research informed and supported both the process of refinement of introductory physics laboratory instruction and student development of scientific abilities. In particular we focus on how the action research approach paradigm combined with instructional approaches such as scaffolding and formative assessment can be used to design the learning environment, investigate student learning, revise curriculum materials, and conduct subsequent assessment. As the result of the above efforts we found improvement in students’ scientific abilities over the course of three years. We suggest that the process used to improve the curriculum under study can be extended to many instructional innovations.
