Acting like a physicist: Student approach study to experimental design

National studies of science education have unanimously concluded that preparing our students for the demands of the 21st century workplace is one of the major goals. This paper describes a study of student activities in introductory college physics labs, which were designed to help students acquire...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Anna Karelina, Eugenia Etkina
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2007
Materias:	Physics labs Physics experiments ISLE Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/dbd7334a40da4c00a0c926e5169019ba
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:dbd7334a40da4c00a0c926e5169019ba
record_format	dspace
spelling	oai:doaj.org-article:dbd7334a40da4c00a0c926e5169019ba2021-12-02T11:01:19ZActing like a physicist: Student approach study to experimental design1554-9178https://doaj.org/article/dbd7334a40da4c00a0c926e5169019ba2007-10-01T00:00:00Zhttp://link.aps.org/doi/10.1103/PhysRevSTPER.3.020106https://doaj.org/toc/1554-9178National studies of science education have unanimously concluded that preparing our students for the demands of the 21st century workplace is one of the major goals. This paper describes a study of student activities in introductory college physics labs, which were designed to help students acquire abilities that are valuable in the workplace. In these labs [called Investigative Science Learning Environment (ISLE) labs], students design their own experiments. Our previous studies have shown that students in these labs acquire scientific abilities such as the ability to design an experiment to solve a problem, the ability to collect and analyze data, the ability to evaluate assumptions and uncertainties, and the ability to communicate. These studies mostly concentrated on analyzing students’ writing, evaluated by specially designed scientific ability rubrics. Recently, we started to study whether the ISLE labs make students not only write like scientists but also engage in discussions and act like scientists while doing the labs. For example, do students plan an experiment, validate assumptions, evaluate results, and revise the experiment if necessary? A brief report of some of our findings that came from monitoring students’ activity during ISLE and nondesign labs was presented in the Physics Education Research Conference Proceedings. We found differences in student behavior and discussions that indicated that ISLE labs do in fact encourage a scientistlike approach to experimental design and promote high-quality discussions. This paper presents a full description of the study.Anna KarelinaEugenia EtkinaAmerican Physical SocietyarticlePhysics labsPhysics experimentsISLESpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 3, Iss 2 (2007)
institution	DOAJ
collection	DOAJ
language	EN
topic	Physics labs Physics experiments ISLE Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Physics labs Physics experiments ISLE Special aspects of education LC8-6691 Physics QC1-999 Anna Karelina Eugenia Etkina Acting like a physicist: Student approach study to experimental design
description	National studies of science education have unanimously concluded that preparing our students for the demands of the 21st century workplace is one of the major goals. This paper describes a study of student activities in introductory college physics labs, which were designed to help students acquire abilities that are valuable in the workplace. In these labs [called Investigative Science Learning Environment (ISLE) labs], students design their own experiments. Our previous studies have shown that students in these labs acquire scientific abilities such as the ability to design an experiment to solve a problem, the ability to collect and analyze data, the ability to evaluate assumptions and uncertainties, and the ability to communicate. These studies mostly concentrated on analyzing students’ writing, evaluated by specially designed scientific ability rubrics. Recently, we started to study whether the ISLE labs make students not only write like scientists but also engage in discussions and act like scientists while doing the labs. For example, do students plan an experiment, validate assumptions, evaluate results, and revise the experiment if necessary? A brief report of some of our findings that came from monitoring students’ activity during ISLE and nondesign labs was presented in the Physics Education Research Conference Proceedings. We found differences in student behavior and discussions that indicated that ISLE labs do in fact encourage a scientistlike approach to experimental design and promote high-quality discussions. This paper presents a full description of the study.
format	article
author	Anna Karelina Eugenia Etkina
author_facet	Anna Karelina Eugenia Etkina
author_sort	Anna Karelina
title	Acting like a physicist: Student approach study to experimental design
title_short	Acting like a physicist: Student approach study to experimental design
title_full	Acting like a physicist: Student approach study to experimental design
title_fullStr	Acting like a physicist: Student approach study to experimental design
title_full_unstemmed	Acting like a physicist: Student approach study to experimental design
title_sort	acting like a physicist: student approach study to experimental design
publisher	American Physical Society
publishDate	2007
url	https://doaj.org/article/dbd7334a40da4c00a0c926e5169019ba
work_keys_str_mv	AT annakarelina actinglikeaphysiciststudentapproachstudytoexperimentaldesign AT eugeniaetkina actinglikeaphysiciststudentapproachstudytoexperimentaldesign
_version_	1718396383455608832

Acting like a physicist: Student approach study to experimental design

Ejemplares similares