publication . Preprint . Article . Other literature type . 2015

Measuring the impact of an instructional laboratory on the learning of introductory physics

Wieman, Carl; Holmes, N. G.;
Open Access English
  • Published: 01 Jul 2015
We have analyzed the impact of taking an associated lab course on the scores on final exam questions in two large introductory physics courses. Approximately a third of the students who completed each course also took an accompanying instructional lab course. The lab courses were fairly conventional, although they focused on supporting the mastery of a subset of the introductory physics topics covered in the associated course. Performance between students who did and did not take the lab course was compared using final exam questions from the associated courses that related to concepts from the lab courses. The population of students who took the lab in each cas...
ACM Computing Classification System: ComputingMilieux_COMPUTERSANDEDUCATION
free text keywords: Physics - Physics Education
32 references, page 1 of 3

1. Susan R. Singer, Margaret L. Hilton, and Heidi A. Schweingruber, Editors, Committee on High School Science Laboratories: Role and Vision, National Research Council. (2005). America's Lab Report: Investigations in High School Science (p. 254). Washington, D.C.: The National Academies Press.

2. A. Hofstein and V.N. Lunetta, “The Role of the Laboratory in Science Teaching: Neglected Aspects of Research,” Rev. Educ. Res. 52(2), 201-217 (1982)

3. A. Hofstein and V.N. Lunetta, “The laboratory in science education: Foundations for the twenty-first century,” Sci. Educ. 88(1), 28-54 (2004). [OpenAIRE]

4. R. Lazarowitz and P. Tamir, “Research on using laboratory instruction in science,” in Handbook of research on science teaching and learning, edited by D.L. Gabel (Macmillan Publishing Company, 1994), p. 94-130

5. R.T. White, “The link between the laboratory and learning,” Int. J. Sci. Educ. 18(7), 761-774 (1996)

6. R.J. Beichner, J.M. Saul, R.J. Allain, D.L. Deardorff, and D.S. Abbott, “Introduction to SCALE-UP: Student-Centered Activities for Large Enrollment University Physics,” Paper presented at the Annual Meeting of the American Association for Engineering Education (Seattle, WA, July 19, 2000).

7. R.J. Beichner, J.M. Saul, D.S. Abbott, J. Morse, D.L. Deardorff, R.J. Allain, … J.S. Risley, “The StudentCentered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project,” Research-based reform of university physics, 1(1), 2-39 (2007)

8. P.W. Laws, “Calculus-based physics without lectures,” Phys. Today. 44, 24-31 (1991)

9. P.W. Laws, “Workshop Physics: Learning Introductory Physics by Doing It,” Change: The Magazine of Higher Learning, 23(4), 20-27 (1991)

10. J.M. Wilson, “The CUPLE physics studio,” Phys. Teach. 32(9), 518-523 (1994)

11. D.R. Sokoloff, and R.K. Thornton, “Using interactive lecture demonstrations to create an active learning environment,” AIP Conf. Proc. 399, 1061-1074 (1997) [OpenAIRE]

12. C. Crouch, A.P. Fagen, J.P. Callan, and E. Mazur, “Classroom demonstrations: Learning tools or entertainment?” Am. J. Phys. 72(6), 835-838 (2004) [OpenAIRE]

13. K. Miller, N. Lasry, K. Chu, and E. Mazur, “Role of physics lecture demonstrations in conceptual learning,” Phys. Rev. Spec. Top. PER. 9(2), 020113. (2013)

14. American Association of Physics Teachers. “Goals of the introductory physics laboratory,” Am. J. Phys. 66(6), 483-485 (1998)

15. S.E. Brownell, M.J. Kloser, T. Fukami, and R. Shavelson, “Undergraduate Biology Lab Courses: Comparing the Impact of Traditionally Based 'Cookbook' and Authentic Research-Based Courses on Student Lab Experiences,” Journal of College Science Teaching, 41(4), 36-45 (2011)

32 references, page 1 of 3
Powered by OpenAIRE Research Graph
Any information missing or wrong?Report an Issue