Open Inquiry Experiments in Physics Laboratory Courses

2018 ◽  
pp. 95-105
Author(s):  
Jaap Buning ◽  
David Fokkema ◽  
Gerrit Kuik ◽  
Tabitha Dreef
Keyword(s):  
Open Inquiry ◽  
Physics Laboratory ◽  
Laboratory Courses

Alternative justification for introductory physics laboratory courses

1984 ◽  
Vol 52 (1) ◽  
pp. 12-13 ◽  
Author(s):  
James G. Potter ◽  
Jay Burns
Keyword(s):  
Introductory Physics ◽  
Physics Laboratory ◽  
Laboratory Courses

scholarly journals Effects of augmented reality on learning and cognitive load in university physics laboratory courses

2020 ◽  
Vol 108 ◽  
pp. 106316 ◽  
Author(s):  
Michael Thees ◽  
Sebastian Kapp ◽  
Martin P. Strzys ◽  
Fabian Beil ◽  
Paul Lukowicz ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Cognitive Load ◽  
Physics Laboratory ◽  
Laboratory Courses ◽  
University Physics

Interactions in an open‐inquiry physics laboratory

1996 ◽  
Vol 18 (4) ◽  
pp. 423-445 ◽  
Author(s):  
Anita Roychoudhury ◽  
Wolff‐Michael Roth
Keyword(s):  
Open Inquiry ◽  
Physics Laboratory

scholarly journals A PRELIMINARY EVALUATION OF UNDERGRADUATE PHYSICS LABORATORY INSTRUCTION OFFERED AT IGNOU

2010 ◽  
Vol 5 (2) ◽  
pp. 56-77
Author(s):  
Arundhati Mishra ◽  
Vijayshri ◽  
Suresh Garg
Keyword(s):  
Laboratory Instruction ◽  
Preliminary Evaluation ◽  
Success Rates ◽  
Student Centered ◽  
Student Centered Learning ◽  
Physics Laboratory ◽  
Laboratory Courses ◽  
Formidable Challenge ◽  
Conventional Teaching ◽  
Physical Phenomena

In the undergraduate physics laboratory, a student is expected to make precise measurements, hone investigative skills and discover the interplay between experimentation and fundamental principles underlying physical phenomena. But in India, the mainstream conventional UG physics laboratory instruction has all along been cookbook in nature. In such a scenario, incorporating innovative and meaningful laboratory experience in Open and Distance Education programmes becomes a formidable challenge. Recently we evaluated the physics laboratory courses, which are integral to the B.Sc (Physics) programme of IGNOU offered at a distance, for their quality, relevance and effectiveness. Our findings reveal that these courses are being received well particularly by those students who are pursuing the B.Sc (Major) in Physics. The success rates improve as learners evolve in the system and their satisfaction levels are high. However, factor analysis of learners' perceptions brings forth six factors guided approach, student-centered learning and assessment, emphasis on self-learning, use of multimedia and innovative non-conventional teaching strategies, increased student participation and emphasis on problem solving as key determinants for further improving the quality of learning in physics laboratory.

scholarly journals Characterization of Data Analysis in the Physics Laboratory Among Pre-service Physics Teachers

2019 ◽  
Vol 4 (2) ◽  
pp. 13
Author(s):  
Ida Kukliansky
Keyword(s):  
Data Analysis ◽  
Laboratory Data ◽  
Introductory Physics ◽  
Knowledge Level ◽  
Physics Teachers ◽  
Physics Laboratory ◽  
Laboratory Courses ◽  
Analysis Instrument ◽  
Efficient Learning

Establishing the connection between the scientific experiment and theory may pose quite a challenge for learners. Analyzing and interpreting data, they collect in the experiments, helps to bridge the gap between the experiment's results and the theoretical world. The present research examines the barriers pre-service physics teachers confront with when dealing with data analysis tasks in the introductory physics laboratory. Identifying pre-service physics teachers' misconceptions is very important because the future teachers can transfer them to their students. The novelty of this research is not only in identifying the physics teacher's trainee's misconceptions analyzing data in the introductory physics laboratory, but also in explaining the reasons for them. 25 pre-service physics teachers who had undergone several laboratory courses participated in this study. For examining their knowledge level and identifying their difficulties in data analysis, the Laboratory Data Analysis Instrument (LDAI) was used. The results revealed that the participants evidenced a sixty-nine percent overall average of correct answers. The various misconceptions the pre-service physics teachers encountered in each of the instrument objectives are identified and discussed. Dealing with multiple representations and the use of intuitive rules can explain some of the difficulties. The identification of the data analysis difficulties can be employed by educators attempting to construct more efficient learning environments.

Developing and Implementing a Specifications Grading System in an Organic Chemistry Laboratory Course

2020 ◽  
Author(s):  
William J. Howitz ◽  
Kate J. McKnelly ◽  
Renee Link
Keyword(s):  
Organic Chemistry ◽  
Chemistry Laboratory ◽  
Grading System ◽  
Traditional Grading ◽  
Final Grade ◽  
Laboratory Courses ◽  
Lower Division ◽  
Collaborative Learning Environment ◽  
Organic Chemistry Laboratory ◽  
Grade Uncertainty

<p>Large, multi-section laboratory courses are particularly challenging when managing grading with as many as 35 teaching assistants (TAs). Traditional grading systems using point-based rubrics lead to significant variations in how individual TAs grade, which necessitates the use of curving across laboratory sections. Final grade uncertainty perpetuates student anxieties and disincentivizes a collaborative learning environment, so we adopted an alternative grading system, called specifications grading. In this system each student knows exactly what level of proficiency they must demonstrate to earn their desired course grade. Higher grades require demonstrating mastery of skills and content at defined higher levels. Each students’ grade is solely dependent on the work they produce rather than the performance of other students. We piloted specifications grading in the smaller, third quarter course of the lower division organic chemistry laboratory series held during a summer term. Open-ended questions were chosen to gather student and TA perceptions of the new grading system. TAs felt that the new grading system reduced the weekly grading time because it was less ambiguous. Responses from students about the nature of the grading system were mixed. Their perceptions indicate that initial buy-in and multiple reminders about the bigger picture of the grading system will be essential to the success of this grading system on a larger scale.</p>

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