研究

PhET所引导的研究能够在设计和应用两个方面让人更好地理解交互仿真程序：

这些特性能够让这些工具有效地支持学习以及理解为什么
学生是如何浸入学习并利用这些工具交互来进行学习，这些工具将会为这个学习进程带来什么影响？
何时，以何种方式以及为什么这些工具是在不同的学习环境中是有效的？

PhET仿真程序的设计准则是来源于研究学生是如何学习的（Bransford et al., 2000）以及我们的模拟访谈（请看PhET设计过程）。每一个仿真程序都会跟个别的学生进行4到6种风格的发声的访谈。这些访谈为我们研究界面设计以及学生们的学习提供了丰富的数据。PhET 外观和感觉简单地描述了我们的界面设计准则，同时在Adams et al., 2008一序列的文章中发现了关于设计准则的讨论。

Bransford, J.D., Brown, A. L. And Cocking, R. R. (2000). How People Learn, Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press

经常会被问到的问题的研究解答：

“PhET能够代替真正的实验室设备吗？”

我们的研究已经显示：在概念理解方面，PhET仿真程序更有效；但是，仍然有一些实验室的目标是仿真程序还没有解决的。例如，和功能性的设备相关的特殊能力。到底是仅仅使用仿真工具更有效还是混合使用仿真工具和真实设备更有效，这个要根据实验室的目标来确定。

“仅仅告诉学生回家玩这些仿真程序的话，他们会学习吗？”

绝大部分学生并没有花费他们自己的时间来玩一个科学仿真程序（它们是有趣的，但是并没有那么有趣）的必需动力，除非有一个类似于分数的直接动机。这也是我们追求把仿真程序最好整合到家庭作业里面的理由之一。

“在我的课程中，哪里最适合使用PhET仿真程序？”

我们已经发现PhET仿真程序在演讲、课堂活动、实验室和家庭作业中非常有效。这些仿真程序在设计的时候只有最少量的文本，方便它们可以很容易被整合到一节课的任意环节当中。

我们直接及现有的利益是：

使用类推法来建构理解：学生们在仿真程序中使用类推法来理解不熟悉的现象原理。表达在学生使用类推法中扮演了关键的角色。

仿真程序作为改变教室规范的工具：仿真程序是按照经济-文化的标准发展而来的，但是它同样被用于改变学生在教室中认真学习的传统规范。

仿真程序中促进学习并乐于探索的特点：我们的设计准则定义了那些让工具能够使学生更加投入的关键特性。现在我们希望能够深入研究每一个特性是如何影响学生的理解。

把仿真程序整合到家庭作业当中：仿真程序拥有其它大部分学习工具所没有的特性（交互性、动画、动态反馈、允许创造性的探索）。

化学仿真程序的有效性：我们已经开始调查研究化学仿真程序在何处以及以何种方式成为有效的学习工具。

出版物和演示文稿

有效仿真程序设计的重要特性（主要是根据访谈数据）

Factors promoting engaged exploration with computer simulations , N. S. Podolefsky, K. K. Perkins, and W. K. Adams, Phys. Rev. ST Phys. Educ., Res. 6, 020117, 2010.
Computer simulations to classrooms: tools for change , N. S. Podolefsky, K. K. Perkins and W. K. Adams, 2009 Physics Education Research - Conference Proceedings. AIP Press, in review , 2010.
Student Choices when Learning with Computer Simulations , N. S. Podolefsky, K. K. Perkins and W. K. Adams, 2009 Physics Education Research - Conference Proceedings. AIP Press, in review , 2010.
What Levels of Guidance Promote Engaged Exploration with Interactive Simulations? , W. K. Adams, A. Paulson and C. E. Wieman, PERC Proceedings, 2009.
A Study of Educational Simulations Part I - Engagement and Learning , W. K. Adams, S. Reid, R. LeMaster, S. B. McKagan, K. K. Perkins, M. Dubson and C. E. Wieman , Journal of Interactive Learning Research, 19(3), 397-419 , July 2008.
A Study of Educational Simulations Part II - Interface Design , W. K. Adams, S. Reid, R. LeMaster, S. B. McKagan, K. K. Perkins, M. Dubson and C. E. Wieman, Journal of Interactive Learning Research, 19(4), 551-577 , October 2008.
Developing and Researching PhET simulations for Teaching Quantum Mechanics , S. B. McKagan, K. K. Perkins, M. Dubson, C. Malley, S. Reid, R. LeMaster, and C. E. Wieman, American Journal of Physics, 76, 406 , May 2008.
Research-Based Design Features of Web-based Simulations , W. K. Adams, N. D. Finkelstein, S. Reid, M. Dubson, N. Podolefsky, C. E. Wieman, R. LeMaster, Talk presented at AAPT Summer Meeting, 2004.

应用在课堂中的研究

Teaching Physics using PhET Simulations , C. Wieman, W. Adams, P. Loeblein, and K. Perkins, The Physics Teacher, in press, 2010.
A Research-Based Curriculum for Teaching the Photoelectric Effect , S. B. McKagan, W. Handley, K. K. Perkins, and C. E. Wieman, American Journal of Physics, 77, 87, January 2009.
High-Tech Tools for Teaching Physics: the Physics Education Technology Project , N. D. Finkelstein, W. K. Adams, C. K. Kller, k. K. Perkins, C. E. Wieman and the PhET Team, Journal of Online Teaching and Learning, September 2006.
Assessing the Effectiveness of a Computer Simulation in Introductory Undergraduate Environments , C. J. Keller, N. D. Finkelstein, K. K. Perkins, and S. J. Pollock, PERC Proceedings, 2006.
When learning about the real world is better done virtually: a study of substituting computer simulations for laboratory equipment , N.D. Finkelstein, W. K. Adams, C. J. Keller, P. B. Kohl, K. K Perkins, N. S. Podolefsky, S. Reid, R. LeMaster , Phys. Rev. ST Phys. Educ. Res. 1, 010103, 2005.
Assessing the effectiveness of a computer simulation in conjunction with Tutorials in Introductory Physics in undergraduate physics recitations , C. J. Keller, N.D. Finkelstein, K. K. Perkins, and S. J. Pollock, PERC Proceedings, 2005.
Incorporating Simulations in the Classroom - A survey of Research Results from the Physics Education Technology Project , K. K. Perkins, W. K. Adams, N. D. Finkelstein, M. Dubson, S. Reid, R. LeMaster and C. E. Wieman, Talk presented at AAPT Summer Meeting, 2004.
Can Computer Simulations Replace Real Equipment in Undergraduate Laboratories? , N. D. Finkelstein, K. K. Perkins, W. Adams, P. Kohl, and N. Podolefsky, PERC Proceedings, 2004.

关于PhET仿真程序

An interactive optical tweezer simulation for science education , T. T. Perkins, C. V. Malley, M. Dubson, and K. K. Perkins , Proc. of SPIE Vol. 7762, 776215, 2010.
Making Science Simulations and Websites Easily Translatable and Available Worldwide: Challenges and Solutions , W. K. Adams, H. Alhadlaq, C. V. Malley, K. K. Perkins, J. B. Olson, F. Alshaya, S. Alabdulkareem, and C. E. Wieman , Journal of Science Education and Technology, accepted, 2010.
Laptops and Diesel Generators: Introducing PhET Simulations to Teachers in Uganda , Sam McKagan, The Physics Teacher, 48, 63-66, January 2010.
Student Engagement and Learning with PhET Interactive Simulations , W. K. Adams, Multimedia in Physics Teaching and Learning Proceedings, 2010.
Making On-Line Science Course Materials Easily Translatable and Accessible WorldWide: Challenges and Solutions , W. K. Adams, H. Alhadlaq, C. V. Malley, K. K. Perkins, J. B. Olson, F Alshaya, S. Alabdulkareem, C. E. Wieman , Multimedia in Physics Teaching and Learning Proceedings, 2009.
Making On-Line Science Course Materials Easily Translatable and Accessible Worldwide: Technical Concerns , C. V. Malley, J. B. Olson, Multimedia in Physics Teaching and Learning Proceedings, 2009.
PhET: Simulations That Enhance Learning , C.E. Wieman, W.K. Adams, K.K. Perkins, Science, 322/682-683 , October 2008.
Oersted Medal Lecture 2007: Interactive simulations for teaching physics: What works, what doesn't, and why , C.E. Wieman, K.K. Perkins, W.K. Adams, American Journal of Physics, 76, 393 , May 2008.
PhET: Interactive Simulations for Teaching and Learning Physics , Katherine Perkins, Wendy Adams, Michael Dubson, Noah Finkelstein, Sam Reid, Carl Wieman, Ron LeMaster , The Physics Teacher, 44(1), 18 , 2006.
A Powerful Tool For Teaching Science , C. E. Wieman and K. K. Perkins, Nature Physics, p. 290-292 , May 2006.
Transforming Physics Education , C. E. Wieman and K. K. Perkins, Physics Today, November 2005. (pdf)
Free On-line Resource Connects Real-life Phenomena to Science , K. K. Perkins and C. E. Wieman, Physics Education, p. 93-95, January 2005.
The Physics Education Technology Project: A New Suite of Physics Simulations , K. K. Perkins, W. K. Adams, N. Finkelstein, R. LeMaster, S. Reid, M. Dubson, N. Podolefsky, K. Beck and C. Wieman, Poster Presented at AAPT Summer Meeting, 2004.
Should a Fortran-savvy educator learn Java, Flash, both, or neither? , M. Dubson, Talk presented at AAPT Summer Meeting, 2004.

学生关于学习的理解

Students know what physicists believe, but they don't agree: A study using the CLASS survey , Kara E. Gray, Wendy K. Adams, Carl E. Wieman, and Katherine K. Perkins, Physical Review Special Topics, November 2008.
A deeper look at student learning of quantum mechanics: the case of tunneling , S. B. McKagan, K. K. Perkins, and C. E. Wieman, Physical Review Special Topics: PER, 4, 020103 , October 2008.
Why we should teach the Bohr model and how to teach it effectively , S. B. McKagan, K. K. Perkins, and C. E. Wieman, Physical Review Special Topics: PER, 4, 010103 , March 2008.
Reforming a large lecture modern physics course for engineering majors using a PER-based design , S. B. McKagan, K. K. Perkins, and C. E. Wieman, Proceedings of the Physics Education Research Conference 2006, 2007.
A new instrument for measuring student beliefs about physics and learning physics: the Colorado Learning Attitudes about Science Survey , W. K. Adams, K. K. Perkins, N. Podolefsky, M. Dubson, N. D. Finkelstein and C. E. Wieman, Phys. Rev. ST Phys. Educ. Res. 2, 010101, 2006.
Exploring Student Understanding of Energy through the Quantum Mechanics Conceptual Survey , S. B. McKagan and C. E. Wieman, PERC Proceedings 2005, 2006.
Towards characterizing the relationship between students' interest in and their beliefs about physics , K.K. Perkins, M.M. Gratny, W.K. Adams, N.D. Finkelstein and C.E. Wieman, PERC Proceedings, 2005.
The surprising impact of seat location on student performance , K. K. Perkins and C. E. Wieman, The Physics Teacher, 43, p. 30-33 , 2005.
Minimize Your Mistakes by Learning from Those of Others , C. E. Wieman, The Physics Teacher, 43, 252-253 , 2005.
The Design and Validation of the Colorado Learning Attitudes about Science Survey , W. K. Adams, K. K. Perkins, M. Dubson, N. D. Finkelstein and C. E. Wieman, PERC Proceedings, 2004.
Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about Science Survey , K. K. Perkins, W. K. Adams, N. D. Finkelstein, S. J. Pollock, and C. E. Wieman, PERC Proceedings, 2004.

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