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Physical Review Physics Education Research
written by Anna McLean Phillips, Meagan Sundstrom, David Wu, and N. G. Holmes
With the adoption of instructional laboratories that require students to make their own decisions, there is a need to better understand students' activities as they make sense of their data and decide how to proceed. In particular, understanding when students do not engage productively with unexpected data may provide insights into how to better support students in more open-ended labs. We examine video and audio data from groups within a lab session where students were expected to find data inconsistent with the predictions of two models. In prior work, we examined the actions of the four groups that productively grapple with this designed problem. Here, we analyze the engagement of the three groups that do not. We conducted three phases of analysis: (1) documenting large scale behaviors and time spent in on-topic discussion, (2) analyzing interactions with the teaching assistant, and (3) identifying students' framing--their expectations for what is taking place--when they were discussing their data. Our phase 1 and 2 analyses show only minor differences between the groups that engaged with the problem and those that did not. Our phase 3 analysis demonstrated that the groups that did not engage with the problem framed the lab activity as about confirming a known result or as a series of hoops to jump through to fulfill assignment requirements. Implications for instruction include supporting teaching assistants to attend to students' framing and agency within laboratory classrooms.
Physical Review Physics Education Research: Volume 17, Issue 2, Pages 020112
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Inquiry Learning
- Instructional Material Design
= Activity
Education - Basic Research
- Problem Solving
= Processes
- Student Characteristics
= Affect
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
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Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.020112
NSF Numbers:
DUE
2000739
Keywords:
inquiry lab, inquiry learning, open inquiry, open-ended inquiry
Record Creator:
Metadata instance created November 10, 2021 by Lyle Barbato
Record Updated:
January 25, 2022 by Lyle Barbato
Last Update
when Cataloged:
August 26, 2021
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AIP Format
A. Phillips, M. Sundstrom, D. Wu, and N. Holmes, , Phys. Rev. Phys. Educ. Res. 17 (2), 020112 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.020112).
AJP/PRST-PER
A. Phillips, M. Sundstrom, D. Wu, and N. Holmes, Not engaging with problems in the lab: Students’ navigation of conflicting data and models, Phys. Rev. Phys. Educ. Res. 17 (2), 020112 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.020112>.
APA Format
Phillips, A., Sundstrom, M., Wu, D., & Holmes, N. (2021, August 26). Not engaging with problems in the lab: Students’ navigation of conflicting data and models. Phys. Rev. Phys. Educ. Res., 17(2), 020112. Retrieved May 21, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.17.020112
Chicago Format
Phillips, A, M. Sundstrom, D. Wu, and N. Holmes. "Not engaging with problems in the lab: Students’ navigation of conflicting data and models." Phys. Rev. Phys. Educ. Res. 17, no. 2, (August 26, 2021): 020112, https://doi.org/10.1103/PhysRevPhysEducRes.17.020112 (accessed 21 May 2024).
MLA Format
Phillips, Anna, Meagan Sundstrom, David Wu, and Natasha G. Holmes. "Not engaging with problems in the lab: Students’ navigation of conflicting data and models." Phys. Rev. Phys. Educ. Res. 17.2 (2021): 020112. 21 May 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.17.020112>.
BibTeX Export Format
@article{ Author = "Anna Phillips and Meagan Sundstrom and David Wu and Natasha G. Holmes", Title = {Not engaging with problems in the lab: Students’ navigation of conflicting data and models}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {2}, Pages = {020112}, Month = {August}, Year = {2021} }
Refer Export Format

%A Anna Phillips %A Meagan Sundstrom %A David Wu %A Natasha G. Holmes %T Not engaging with problems in the lab: Students' navigation of conflicting data and models %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %D August 26, 2021 %P 020112 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020112 %O application/pdf

EndNote Export Format

%0 Journal Article %A Phillips, Anna %A Sundstrom, Meagan %A Wu, David %A Holmes, Natasha G. %D August 26, 2021 %T Not engaging with problems in the lab: Students' navigation of conflicting data and models %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %P 020112 %8 August 26, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020112


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Not engaging with problems in the lab: Students’ navigation of conflicting data and models:

Is Associated With Problematizing in inquiry-based labs: how students respond to unexpected results

A link to Part 1 of this investigation, which focused on students who did productively engage with the lab activity under study.

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