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Physical Review Physics Education Research
written by David Perl-Nussbaum and Edit Yerushalmi
Inquiry practices can be integrated into various settings that differ in terms of their constraints and hence in the scope and depth of the practices that students experience. Key policy papers suggest implementing a gradual learning sequence for inquiry practices so that students' learning experiences in more constrained settings can serve them later in extended research projects. What type of learning progression in inquiry is valued by students? To answer this question, students' views were examined while progressing from inquiry-oriented instructional labs to an extended research project. This was done in the context of the Research Physics program, a three-year program consisting of an introductory stage followed by a long-term (~ 18 months) research project. The group administered interactive questionnaire methodology was used to collect student reflections at the interface between the two stages of the program, both individually and in groups. Students were asked to identify inquiry practices they had encountered during the introductory stage and to evaluate their contribution to their projects. Findings showed that while students perceived the development of measurement, analysis, and self-monitoring skills as useful in preparing them for future research projects, this was not the case for the practices of teamwork and communication of knowledge. We explain these findings, using the boundary crossing theoretical lens, by looking at the different meanings these two practices take on when imported from the physicist's lab to the educational lab and suggest that this impedes the cultural boundary crossing between these two settings.
Physical Review Physics Education Research: Volume 18, Issue 1, Pages 010137
Subjects Levels Resource Types
Classical Mechanics
- General
Education - Applied Research
- Active Learning
= Cooperative Learning
= Inquiry Learning
- Instructional Material Design
= Activity
= Project
- Learning Environment
Education - Basic Research
- Behavior
= Social Interaction
- Sample Population
= Age
- Student Characteristics
= Affect
General Physics
- Physics Education Research
- High School
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
- Professional/Practitioners
- Administrators
- Researchers
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This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.18.010137
Keywords:
GAIQ Assessment, Group Administered Interactive Questionnaire, experimental inquiry, inquiry based labs, project-based learning
Record Creator:
Metadata instance created May 28, 2022 by Lyle Barbato
Record Updated:
July 31, 2023 by Caroline Hall
Last Update
when Cataloged:
May 25, 2022
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AIP Format
D. Perl-Nussbaum and E. Yerushalmi, , Phys. Rev. Phys. Educ. Res. 18 (1), 010137 (2022), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.18.010137).
AJP/PRST-PER
D. Perl-Nussbaum and E. Yerushalmi, High school students’ perceptions on the relevance of inquiry-oriented instructional labs as introduction to an extended research project, Phys. Rev. Phys. Educ. Res. 18 (1), 010137 (2022), <https://doi.org/10.1103/PhysRevPhysEducRes.18.010137>.
APA Format
Perl-Nussbaum, D., & Yerushalmi, E. (2022, May 25). High school students’ perceptions on the relevance of inquiry-oriented instructional labs as introduction to an extended research project. Phys. Rev. Phys. Educ. Res., 18(1), 010137. Retrieved April 20, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.18.010137
Chicago Format
Perl-Nussbaum, David, and Edit Yerushalmi. "High school students’ perceptions on the relevance of inquiry-oriented instructional labs as introduction to an extended research project." Phys. Rev. Phys. Educ. Res. 18, no. 1, (May 25, 2022): 010137, https://doi.org/10.1103/PhysRevPhysEducRes.18.010137 (accessed 20 April 2024).
MLA Format
Perl-Nussbaum, David, and Edit Yerushalmi. "High school students’ perceptions on the relevance of inquiry-oriented instructional labs as introduction to an extended research project." Phys. Rev. Phys. Educ. Res. 18.1 (2022): 010137. 20 Apr. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.18.010137>.
BibTeX Export Format
@article{ Author = "David Perl-Nussbaum and Edit Yerushalmi", Title = {High school students’ perceptions on the relevance of inquiry-oriented instructional labs as introduction to an extended research project}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {18}, Number = {1}, Pages = {010137}, Month = {May}, Year = {2022} }
Refer Export Format

%A David Perl-Nussbaum %A Edit Yerushalmi %T High school students' perceptions on the relevance of inquiry-oriented instructional labs as introduction to an extended research project %J Phys. Rev. Phys. Educ. Res. %V 18 %N 1 %D May 25, 2022 %P 010137 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.010137 %O application/pdf

EndNote Export Format

%0 Journal Article %A Perl-Nussbaum, David %A Yerushalmi, Edit %D May 25, 2022 %T High school students' perceptions on the relevance of inquiry-oriented instructional labs as introduction to an extended research project %J Phys. Rev. Phys. Educ. Res. %V 18 %N 1 %P 010137 %8 May 25, 2022 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.010137


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