Pub Date : 2024-02-06DOI: 10.1103/physrevphyseducres.20.010104
Christopher Wheatley, James Wells, John Stewart
The Brief Electricity and Magnetism Assessment (BEMA) is a multiple-choice instrument commonly used to measure introductory undergraduate students’ conceptual understanding of electricity and magnetism. This study used a network analysis technique called modified module analysis-partial (MMA-P) to identify clusters of correlated responses, also known as communities, within 12214 BEMA responses. MMA-P identifies both communities related to the structure of the instrument and communities related to incorrect student reasoning. Every community resulting from MMA-P came from blocked items; groups of items that all refer to the same physical system. The most prevalent and consistently selected incorrect answers involved the relation of the electric field to the electric potential difference. The community structure identified in the Conceptual Survey of Electricity and Magnetism (CSEM) by a prior MMA-P study on items shared by the CSEM and BEMA differed because of the different incorrect responses available in the two instruments. One pair of items in the BEMA involving the induced electric field by a changing magnetic field showed evidence of students applying a variety of incorrect models; the scores on these items indicate their inclusion in the instrument should be reconsidered.
{"title":"Applying module analysis to the Brief Electricity and Magnetism Assessment","authors":"Christopher Wheatley, James Wells, John Stewart","doi":"10.1103/physrevphyseducres.20.010104","DOIUrl":"https://doi.org/10.1103/physrevphyseducres.20.010104","url":null,"abstract":"The Brief Electricity and Magnetism Assessment (BEMA) is a multiple-choice instrument commonly used to measure introductory undergraduate students’ conceptual understanding of electricity and magnetism. This study used a network analysis technique called modified module analysis-partial (MMA-P) to identify clusters of correlated responses, also known as communities, within 12214 BEMA responses. MMA-P identifies both communities related to the structure of the instrument and communities related to incorrect student reasoning. Every community resulting from MMA-P came from blocked items; groups of items that all refer to the same physical system. The most prevalent and consistently selected incorrect answers involved the relation of the electric field to the electric potential difference. The community structure identified in the Conceptual Survey of Electricity and Magnetism (CSEM) by a prior MMA-P study on items shared by the CSEM and BEMA differed because of the different incorrect responses available in the two instruments. One pair of items in the BEMA involving the induced electric field by a changing magnetic field showed evidence of students applying a variety of incorrect models; the scores on these items indicate their inclusion in the instrument should be reconsidered.","PeriodicalId":54296,"journal":{"name":"Physical Review Physics Education Research","volume":"52 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139771228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-05DOI: 10.1103/physrevphyseducres.20.010103
Cedric Linder, Jesper Bruun, Arvid Pohl, Burkhard Priemer
Social semiotic discussions about the role played by representations in effective teaching and learning in areas such as physics have led to theoretical proposals that have a strong common thread: in order to acquire an appropriate understanding of a particular object of learning, access to the disciplinary relevance aspects in the representations used calls for the attainment of representational competence across a particular <i>critical</i> <i>constellation of systematically used semiotic resources (which are referred to as</i> modes, <i>see more on this later)</i>. However, an affirming empirical investigation into the relationship between a particular object of learning and different representational formulations, particularly with large numbers of students, is missing in the literature, especially in the context of university-level physics education. To start to address, this research shortfall the positioning for this article is that such studies need to embrace the complexities of student thinking and application of knowledge. To achieve this, both factor and network analyses were used. Even though both approaches are grounded in different frameworks, for the task at hand, both approaches are useful for analyzing clustering dynamics within the responses of a large number of participants. Both also facilitate an exploration of how such clusters may relate to the semiotic resource formulation of a representation. The data were obtained from a questionnaire given to 1368 students drawn from 12 universities across 7 countries. The questionnaire deals with the refraction of light in introductory-level physics and involves asking students to give their best prediction of the relative visual positioning of images and objects in different semiotically constituted situations. The results of both approaches revealed no one-to-one relationship between a particular representational formulation and a particular cluster of student responses. The factor analysis used correct answer responses to reveal clusters that brought to the fore three different complexity levels in relation to representation formulation. The network analysis used all responses (correct and incorrect) to reveal three structural patterns. What is evident from the results of both analyses is that they confirm two broad conclusions that have emerged from social semiotic explorations dealing with representations in relation to attempting to optimize teaching and learning. The first, which is linked to a facilitating-awareness perspective, is that any given disciplinary visual representation can be expected to evoke a dispersed set of knowledge structures, which is referred to as their <i>relevance structure</i>. Thus, the network analysis results can be seen as presenting a unique starting point for studies aiming to identify such <i>relevance structure</i>. The second broad conclusion is that disciplinary visual representation can and often does contain more <i>disciplinary-relevant as
{"title":"Relationship between semiotic representations and student performance in the context of refraction","authors":"Cedric Linder, Jesper Bruun, Arvid Pohl, Burkhard Priemer","doi":"10.1103/physrevphyseducres.20.010103","DOIUrl":"https://doi.org/10.1103/physrevphyseducres.20.010103","url":null,"abstract":"Social semiotic discussions about the role played by representations in effective teaching and learning in areas such as physics have led to theoretical proposals that have a strong common thread: in order to acquire an appropriate understanding of a particular object of learning, access to the disciplinary relevance aspects in the representations used calls for the attainment of representational competence across a particular <i>critical</i> <i>constellation of systematically used semiotic resources (which are referred to as</i> modes, <i>see more on this later)</i>. However, an affirming empirical investigation into the relationship between a particular object of learning and different representational formulations, particularly with large numbers of students, is missing in the literature, especially in the context of university-level physics education. To start to address, this research shortfall the positioning for this article is that such studies need to embrace the complexities of student thinking and application of knowledge. To achieve this, both factor and network analyses were used. Even though both approaches are grounded in different frameworks, for the task at hand, both approaches are useful for analyzing clustering dynamics within the responses of a large number of participants. Both also facilitate an exploration of how such clusters may relate to the semiotic resource formulation of a representation. The data were obtained from a questionnaire given to 1368 students drawn from 12 universities across 7 countries. The questionnaire deals with the refraction of light in introductory-level physics and involves asking students to give their best prediction of the relative visual positioning of images and objects in different semiotically constituted situations. The results of both approaches revealed no one-to-one relationship between a particular representational formulation and a particular cluster of student responses. The factor analysis used correct answer responses to reveal clusters that brought to the fore three different complexity levels in relation to representation formulation. The network analysis used all responses (correct and incorrect) to reveal three structural patterns. What is evident from the results of both analyses is that they confirm two broad conclusions that have emerged from social semiotic explorations dealing with representations in relation to attempting to optimize teaching and learning. The first, which is linked to a facilitating-awareness perspective, is that any given disciplinary visual representation can be expected to evoke a dispersed set of knowledge structures, which is referred to as their <i>relevance structure</i>. Thus, the network analysis results can be seen as presenting a unique starting point for studies aiming to identify such <i>relevance structure</i>. The second broad conclusion is that disciplinary visual representation can and often does contain more <i>disciplinary-relevant as","PeriodicalId":54296,"journal":{"name":"Physical Review Physics Education Research","volume":"8 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139689625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-30DOI: 10.1103/physrevphyseducres.20.010102
Danny Doucette, Chandralekha Singh
[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] This review article provides an overview of research on the topic of gender equity in educational physics labs. As many institutions and instructors seek to evolve or transform physics lab learning, it is important that changes are made that improve equity for all students along multiple axes of identity, including gender. The studies highlighted in this review article describe the existence of complex gender-based differences, e.g., in opportunities to tinker with lab equipment, as well as differences in grades, conceptual understanding, and motivational outcomes across a broad range of lab curricula and contexts. The studies also illustrate and explore social interactions and structures that can impact students’ experiences based on their gender identities. Although there has been less scholarship focused on proposals to reduce gender-based inequities in labs, this review article also provides an overview of some relevant proposals as well as associated research results. This overview of research on gender equity in physics labs helps to make clear that future scholarship on equity in physics labs should adopt gender frameworks that allow researchers to transcend binary gender identities and student deficit framing of research results. Likewise, a case is made that future research is needed on equity along other axes of identity, as well as research that accounts for the intersectionality of different identities, in the physics lab context.
{"title":"Gender equity in physics labs","authors":"Danny Doucette, Chandralekha Singh","doi":"10.1103/physrevphyseducres.20.010102","DOIUrl":"https://doi.org/10.1103/physrevphyseducres.20.010102","url":null,"abstract":"[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] This review article provides an overview of research on the topic of gender equity in educational physics labs. As many institutions and instructors seek to evolve or transform physics lab learning, it is important that changes are made that improve equity for all students along multiple axes of identity, including gender. The studies highlighted in this review article describe the existence of complex gender-based differences, e.g., in opportunities to tinker with lab equipment, as well as differences in grades, conceptual understanding, and motivational outcomes across a broad range of lab curricula and contexts. The studies also illustrate and explore social interactions and structures that can impact students’ experiences based on their gender identities. Although there has been less scholarship focused on proposals to reduce gender-based inequities in labs, this review article also provides an overview of some relevant proposals as well as associated research results. This overview of research on gender equity in physics labs helps to make clear that future scholarship on equity in physics labs should adopt gender frameworks that allow researchers to transcend binary gender identities and student deficit framing of research results. Likewise, a case is made that future research is needed on equity along other axes of identity, as well as research that accounts for the intersectionality of different identities, in the physics lab context.","PeriodicalId":54296,"journal":{"name":"Physical Review Physics Education Research","volume":"48 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139659429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial: Discontinuation of short papers in PRPER","authors":"Charles Henderson","doi":"10.1103/physrevphyseducres.20.010001","DOIUrl":"https://doi.org/10.1103/physrevphyseducres.20.010001","url":null,"abstract":"<span>DOI:</span><span>https://doi.org/10.1103/PhysRevPhysEducRes.20.010001</span>","PeriodicalId":54296,"journal":{"name":"Physical Review Physics Education Research","volume":"1 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139475912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-16DOI: 10.1103/physrevphyseducres.20.010101
Yangqiuting Li, Chandralekha Singh
Structural equation modeling (SEM) is a statistical method widely used in educational research to investigate relationships between variables. SEM models are typically constructed based on theoretical foundations and assessed through fit indices. However, a well-fitting SEM model alone is not sufficient to verify the causal inferences underlying the proposed model, as there are statistically equivalent models with distinct causal structures that equally well fit the data. Therefore, it is crucial for researchers using SEM to consider statistically equivalent models and to clarify why the proposed model is more accurate than the equivalent ones. However, many SEM studies did not explicitly address this important step, and no prior study in physics education research has delved into potential methods for distinguishing statistically equivalent models with differing causal structures. In this study, we use a physics identity model as an example to discuss the importance of considering statistically equivalent models and how other data can help to distinguish them. Previous research has identified three dimensions of physics identity: perceived recognition, self-efficacy, and interest. However, the relationships between these dimensions have not been thoroughly understood. In this paper, we specify a model with perceived recognition predicting self-efficacy and interest, which is inspired by individual interviews with students in physics courses to make physics learning environments equitable and inclusive. We test our model with fit indices and discuss its statistically equivalent models with different causal inferences among perceived recognition, self-efficacy, and interest. We then discuss potential experiments that could further empirically test the causal inferences underlying the models, aiding the refinement to a more accurate causal model for guiding educational improvements.
结构方程模型（SEM）是一种广泛应用于教育研究的统计方法，用于研究变量之间的关系。SEM 模型通常基于理论基础构建，并通过拟合指数进行评估。然而，仅有拟合度较高的 SEM 模型并不足以验证所提出模型的因果推论，因为在统计上存在具有不同因果结构的等效模型，它们同样能很好地拟合数据。因此，使用 SEM 的研究人员必须考虑统计学上的等效模型，并阐明为什么提出的模型比等效模型更准确。然而，许多 SEM 研究并没有明确解决这一重要步骤，之前的物理教育研究也没有深入探讨区分具有不同因果结构的统计等效模型的潜在方法。在本研究中，我们以物理身份模型为例，讨论考虑统计等效模型的重要性，以及其他数据如何帮助区分这些模型。以往的研究已经确定了物理认同的三个维度：感知认可、自我效能感和兴趣。然而，这些维度之间的关系尚未得到透彻的理解。在本文中，我们从对物理课程学生的个别访谈中得到启发，建立了一个由感知认可度预测自我效能感和兴趣的模型，以实现物理学习环境的公平性和包容性。我们用拟合指数检验了我们的模型，并讨论了感知认知、自我效能和兴趣之间不同因果推断的统计学等效模型。然后，我们讨论了一些潜在的实验，这些实验可以进一步对模型背后的因果推论进行实证检验，从而帮助完善更准确的因果模型，指导教育改进工作。
{"title":"Statistically equivalent models with different causal structures: An example from physics identity","authors":"Yangqiuting Li, Chandralekha Singh","doi":"10.1103/physrevphyseducres.20.010101","DOIUrl":"https://doi.org/10.1103/physrevphyseducres.20.010101","url":null,"abstract":"Structural equation modeling (SEM) is a statistical method widely used in educational research to investigate relationships between variables. SEM models are typically constructed based on theoretical foundations and assessed through fit indices. However, a well-fitting SEM model alone is not sufficient to verify the causal inferences underlying the proposed model, as there are statistically equivalent models with distinct causal structures that equally well fit the data. Therefore, it is crucial for researchers using SEM to consider statistically equivalent models and to clarify why the proposed model is more accurate than the equivalent ones. However, many SEM studies did not explicitly address this important step, and no prior study in physics education research has delved into potential methods for distinguishing statistically equivalent models with differing causal structures. In this study, we use a physics identity model as an example to discuss the importance of considering statistically equivalent models and how other data can help to distinguish them. Previous research has identified three dimensions of physics identity: perceived recognition, self-efficacy, and interest. However, the relationships between these dimensions have not been thoroughly understood. In this paper, we specify a model with perceived recognition predicting self-efficacy and interest, which is inspired by individual interviews with students in physics courses to make physics learning environments equitable and inclusive. We test our model with fit indices and discuss its statistically equivalent models with different causal inferences among perceived recognition, self-efficacy, and interest. We then discuss potential experiments that could further empirically test the causal inferences underlying the models, aiding the refinement to a more accurate causal model for guiding educational improvements.","PeriodicalId":54296,"journal":{"name":"Physical Review Physics Education Research","volume":"143 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139495807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.1103/physrevphyseducres.19.020170
C. F. J. Pols, P. J. J. M. Dekkers, M. J. de Vries
This small-scale, qualitative study uses educational design research to explore how focusing on argumentation may contribute to students’ learning to engage in inquiry independently. Understanding inquiry as the construction of a scientifically cogent argument in support of a claim may encourage students to develop personal reasons for adhering to scientific criteria and to use these with understanding rather than by rote. An understanding of the characteristics of scientific evidence may clarify why doing inquiry in specific ways is important, in addition to the how. On the basis of five design principles—derived from literature—that integrate argumentation in inquiry and enhance learning through practical activities, we developed a teaching-learning sequence of five activities aimed at developing inquiry knowledge in lower secondary school students. By means of observations of a grade 9 physics class (, aged 14–15), students’ answers to worksheets, and self-reflection questions, we explored whether the design principles resulted in the intended students’ actions and attitudes. We studied whether the activities stimulated students to engage in argumentation and to develop the targeted inquiry knowledge. The focus on argumentation, specifically through critical evaluation of the quality of evidence, persuaded students to evaluate whether what they thought, said, or claimed was “scientifically” justifiable and convincing. They gradually uncovered key characteristics of scientific evidence, understandings of what counts as convincing in science, and why. Rather than adopting and practicing the traditional inquiry skills, students in these activities developed a cognitive need and readiness for learning such skills. Of their own accord, they used their gained insights to make deliberate decisions about collecting reliable and valid data and substantiating the reliability of their claims. This study contributes to our understanding of how to enable students to successfully engage in inquiry by extending the theoretical framework for argumentation toward teaching inquiry and by developing a tested educational approach derived from it.
{"title":"Integrating argumentation in physics inquiry: A design and evaluation study","authors":"C. F. J. Pols, P. J. J. M. Dekkers, M. J. de Vries","doi":"10.1103/physrevphyseducres.19.020170","DOIUrl":"https://doi.org/10.1103/physrevphyseducres.19.020170","url":null,"abstract":"This small-scale, qualitative study uses educational design research to explore how focusing on argumentation may contribute to students’ learning to engage in inquiry independently. Understanding inquiry as the construction of a scientifically cogent argument in support of a claim may encourage students to develop personal reasons for adhering to scientific criteria and to use these with understanding rather than by rote. An understanding of the characteristics of scientific evidence may clarify <i>why</i> doing inquiry in specific ways is important, in addition to the <i>how</i>. On the basis of five design principles—derived from literature—that integrate argumentation in inquiry and enhance learning through practical activities, we developed a teaching-learning sequence of five activities aimed at developing inquiry knowledge in lower secondary school students. By means of observations of a grade 9 physics class (<math display=\"inline\" xmlns=\"http://www.w3.org/1998/Math/MathML\"><mrow><mi>N</mi><mo>=</mo><mn>2</mn><mn>3</mn></mrow></math>, aged 14–15), students’ answers to worksheets, and self-reflection questions, we explored whether the design principles resulted in the intended students’ actions and attitudes. We studied whether the activities stimulated students to engage in argumentation and to develop the targeted inquiry knowledge. The focus on argumentation, specifically through critical evaluation of the quality of evidence, persuaded students to evaluate whether what they thought, said, or claimed was “scientifically” justifiable and convincing. They gradually uncovered key characteristics of scientific evidence, understandings of what counts as convincing in science, and why. Rather than adopting and practicing the traditional inquiry skills, students in these activities developed a cognitive need and readiness for learning such skills. Of their own accord, they used their gained insights to make deliberate decisions about collecting reliable and valid data and substantiating the reliability of their claims. This study contributes to our understanding of how to enable students to successfully engage in inquiry by extending the theoretical framework for argumentation toward teaching inquiry and by developing a tested educational approach derived from it.","PeriodicalId":54296,"journal":{"name":"Physical Review Physics Education Research","volume":"13 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139072254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-26DOI: 10.1103/physrevphyseducres.19.020169
Florian Budimaier, Martin Hopf
When learning about the particulate nature of matter (PNM), students tend to attribute the same properties to both particles and to the substances they compose. It has been argued that this might be explained by them categorizing the wrong ontological category. To explain the relationships between submicroscopic and macroscopic levels of matter, students need to understand the concept of emergence. Building on prior work, the authors propose that crystal structures might be a suitable context for the introduction of the PNM. As there is a close connection between the behavior of the particles and the properties of crystals, students can learn the concept of emergence and therefore gain a deeper understanding of the PNM. This study investigates students’ learning about the PNM within the context of crystal structures following the methodological framework of design-based research. The aim of the study is the development of a prototypical teaching-learning sequence (TLS) on the PNM and to help developing local theories for teaching that subject. Throughout several cycles of designing and refining the TLS, a total of 40 interviews were conducted using the method of probing acceptance. Evaluative qualitative content analysis led to new insights into students’ thinking about the PNM and allowed for further development of the TLS. For example, we found that salt and snow crystals were a more effective learning context than a scanning tunnel microscopy image of graphite for students to come to understand the connection between macroscopic and submicroscopic levels of matter.
{"title":"Development of a new teaching-learning sequence on the particulate nature of matter using crystal structures","authors":"Florian Budimaier, Martin Hopf","doi":"10.1103/physrevphyseducres.19.020169","DOIUrl":"https://doi.org/10.1103/physrevphyseducres.19.020169","url":null,"abstract":"When learning about the particulate nature of matter (PNM), students tend to attribute the same properties to both particles and to the substances they compose. It has been argued that this might be explained by them categorizing the wrong ontological category. To explain the relationships between submicroscopic and macroscopic levels of matter, students need to understand the concept of emergence. Building on prior work, the authors propose that crystal structures might be a suitable context for the introduction of the PNM. As there is a close connection between the behavior of the particles and the properties of crystals, students can learn the concept of emergence and therefore gain a deeper understanding of the PNM. This study investigates students’ learning about the PNM within the context of crystal structures following the methodological framework of design-based research. The aim of the study is the development of a prototypical teaching-learning sequence (TLS) on the PNM and to help developing local theories for teaching that subject. Throughout several cycles of designing and refining the TLS, a total of 40 interviews were conducted using the method of probing acceptance. Evaluative qualitative content analysis led to new insights into students’ thinking about the PNM and allowed for further development of the TLS. For example, we found that salt and snow crystals were a more effective learning context than a scanning tunnel microscopy image of graphite for students to come to understand the connection between macroscopic and submicroscopic levels of matter.","PeriodicalId":54296,"journal":{"name":"Physical Review Physics Education Research","volume":"27 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139053655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-20DOI: 10.1103/physrevphyseducres.19.020168
Jason M. May
[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] Physics instructional labs have long been an area of pedagogical innovation and educational research. While current stakeholders in instructional labs are undoubtedly aware of the day’s concerns, reform efforts, and empirical research within lab settings, likely less apparent are the deep-rooted connections today’s deliberations have with those from multiple educational eras across the last 200 years. To this end, this paper provides a historical analysis of instructional laboratories in undergraduate physics education in the United States, with the goal of elucidating recurring themes in educational reform and research aimed at improving these learning environments. This work aims to synthesize the recursive themes present in the instructional laboratory landscape while summarizing how new research and pedagogical trends can promote further growth in this important learning environment. Through this analysis, commonly recurring themes are identified related to the longitudinal criticism of confirmatory, “cookbook” lab structures, the community’s skepticism of instructional labs’ abilities to reinforce lecture content, and the possibility of technological and societal obstructions which may implicitly limit innovative ideas, pedagogy, and research. By bringing to light these latent recursive themes, this work hopes to work toward helping break the cycle of criticism and stifled innovation alongside recent positive movements in evidence-based reforms and promising empirical research into student learning and engagement in instructional labs.
{"title":"Historical analysis of innovation and research in physics instructional laboratories: Recurring themes and future directions","authors":"Jason M. May","doi":"10.1103/physrevphyseducres.19.020168","DOIUrl":"https://doi.org/10.1103/physrevphyseducres.19.020168","url":null,"abstract":"[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] Physics instructional labs have long been an area of pedagogical innovation and educational research. While current stakeholders in instructional labs are undoubtedly aware of the day’s concerns, reform efforts, and empirical research within lab settings, likely less apparent are the deep-rooted connections today’s deliberations have with those from multiple educational eras across the last 200 years. To this end, this paper provides a historical analysis of instructional laboratories in undergraduate physics education in the United States, with the goal of elucidating recurring themes in educational reform and research aimed at improving these learning environments. This work aims to synthesize the recursive themes present in the instructional laboratory landscape while summarizing how new research and pedagogical trends can promote further growth in this important learning environment. Through this analysis, commonly recurring themes are identified related to the longitudinal criticism of confirmatory, “cookbook” lab structures, the community’s skepticism of instructional labs’ abilities to reinforce lecture content, and the possibility of technological and societal obstructions which may implicitly limit innovative ideas, pedagogy, and research. By bringing to light these latent recursive themes, this work hopes to work toward helping break the cycle of criticism and stifled innovation alongside recent positive movements in evidence-based reforms and promising empirical research into student learning and engagement in instructional labs.","PeriodicalId":54296,"journal":{"name":"Physical Review Physics Education Research","volume":"15 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138823818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.1103/physrevphyseducres.19.020166
Danielle Buggé
[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] National organizations set goals of engaging students in experimentation and authentic scientific reasoning while developing normative concepts to help them develop essential skills and competencies necessary to succeed in our rapidly changing world. One framework that meets these goals is the investigative science learning environment (ISLE) approach to teaching and learning physics. While studies have been conducted on student development of scientific abilities in ISLE-based classrooms, little is known about how formative assessment helps promote student growth in this setting. This paper presents on the findings from an empirical study on how the revision of written laboratory reports positively impacts first-year high school student development of scientific abilities in an ISLE-approach classroom. We argue that the opportunity to revise written work provides students with additional exposures that are necessary to support their scientific ability development. Furthermore, we explore positive correlations between student involvement in the collaborative writing process and attitudes regarding experimental physics.
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