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Re-defining lab norms via professional learning communities of physics teachers
written by Smadar Levy, Zehorit Kapach, Esther Magen, and Edit Yerushalmi
We present a study of a first step in a large-scale intervention designed to shift lab instruction away from tightly prescribed lab norms. The intervention was implemented in a national network of Professional Learning Communities of high school physics teachers (N=250) operating in a high-stakes exam setting with limited resources, and catering to diverse groups of students. A pre-intervention survey examined learning goals that the teachers value as well as practices taking place in their lab lessons. The findings revealed a gap between the importance that teachers attributed to scientific practices such as experimental design and the manifestation of these goals in the national lab exam. In addition, the survey revealed disparities between the scientific practices that teachers believe that their students engage in during the instructional lab and the practices they identify in physicists' work in research labs. The intervention consisted of a series of Restricted Inquiry Labs (RILs) designed to address the teachers' interest in change as well as the constraints imposed by the setting in which they work by modest restructuring of traditional labs such as encouraging students to reflect on the considerations underlying the experimental design. The intervention proved successful in that half of the teachers reported that they introduced the RILs. They described students' engagement when granted more autonomy in designing an experiment, as well as students' difficulties in coping with a more open-ended task. Implementation of the RILs also created challenges in class management. Despite these challenges, most teachers reported that they intended to keep using RILs. Teachers asked to re-design assessment policies to emphasize scientific inquiry. The RILs proved to be a feasible way to introduce change towards inquiry-oriented labs via professional development programs, while pointing out aspects that need to be addressed to respond to teachers' concerns.
Physics Education Research Conference 2020
Part of the PER Conference series
Virtual Conference: July 22-23, 2020
Pages 278-283
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Inquiry Learning
- Curriculum Development
= Laboratory
- Pedagogy
= Instructional Issues
- Professional Development
- Teacher Preparation
= Research
Education - Basic Research
- Assessment
- Sample Population
= Instructor: In-service
- Teacher Characteristics
= Affect
- Graduate/Professional
- High School
- Professional Development
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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Format:
application/pdf
Mirror:
https://doi.org/10.1119/perc.2020…
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This material is released under a Creative Commons Attribution 4.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2020.pr.Levy
Keyword:
PERC 2020
Record Creator:
Metadata instance created August 27, 2020 by Lyle Barbato
Record Updated:
September 1, 2020 by Lyle Barbato
Last Update
when Cataloged:
September 1, 2020
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AIP Format
S. Levy, Z. Kapach, E. Magen, and E. Yerushalmi, presented at the Physics Education Research Conference 2020, Virtual Conference, 2020, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15496&DocID=5344).
AJP/PRST-PER
S. Levy, Z. Kapach, E. Magen, and E. Yerushalmi, Re-defining lab norms via professional learning communities of physics teachers, presented at the Physics Education Research Conference 2020, Virtual Conference, 2020, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15496&DocID=5344>.
APA Format
Levy, S., Kapach, Z., Magen, E., & Yerushalmi, E. (2020, July 22-23). Re-defining lab norms via professional learning communities of physics teachers. Paper presented at Physics Education Research Conference 2020, Virtual Conference. Retrieved October 23, 2020, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15496&DocID=5344
Chicago Format
Levy, S, Z. Kapach, E. Magen, and E. Yerushalmi. "Re-defining lab norms via professional learning communities of physics teachers." Paper presented at the Physics Education Research Conference 2020, Virtual Conference, July 22-23, 2020. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15496&DocID=5344 (accessed 23 October 2020).
MLA Format
Levy, Smadar, Zehorit Kapach, Esther Magen, and Edit Yerushalmi. "Re-defining lab norms via professional learning communities of physics teachers." Physics Education Research Conference 2020. Virtual Conference: 2020. 278-283 of PER Conference. 23 Oct. 2020 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15496&DocID=5344>.
BibTeX Export Format
@inproceedings{ Author = "Smadar Levy and Zehorit Kapach and Esther Magen and Edit Yerushalmi", Title = {Re-defining lab norms via professional learning communities of physics teachers}, BookTitle = {Physics Education Research Conference 2020}, Pages = {278-283}, Address = {Virtual Conference}, Series = {PER Conference}, Month = {July 22-23}, Year = {2020} }
Refer Export Format

%A Smadar Levy
%A Zehorit Kapach
%A Esther Magen
%A Edit Yerushalmi
%T Re-defining lab norms via professional learning communities  of physics teachers
%S PER Conference
%D July 22-23 2020
%P 278-283
%C Virtual Conference
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15496&DocID=5344
%O Physics Education Research Conference 2020
%O July 22-23
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Levy, Smadar
%A Kapach, Zehorit
%A Magen, Esther
%A Yerushalmi, Edit
%D July 22-23 2020
%T Re-defining lab norms via professional learning communities  of physics teachers
%B Physics Education Research Conference 2020
%C Virtual Conference
%P 278-283
%S PER Conference
%8 July 22-23
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15496&DocID=5344


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