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Abstract Title: Toward meaning and scientific thinking in the traditional freshman laboratory: Opening the "idea space"
Abstract: The physics freshman laboratory curriculum would appear to be a natural place for students to participate in activities related to critical thinking. However, several elements of the more traditional curriculum, such as an instruction driven recipe-like approach in order to reproduce well-known results, conspire together to send a message that is at odds with broad scientific thinking. It is postulated that this type of formulation of laboratory activities causes a closing of the student "idea space". For meaningful reflection and critique to be a natural part of the learning activities it is necessary to open the idea space by choosing suitable ways of framing the activities in terms of the parameters that control the idea space. In the talk we look at three such parameters that appear to control the idea space: metaphors, audience and language usage.
Abstract Type: Invited Talk

Author/Organizer Information

Primary Contact: Saalih Allie
University of Cape Town, South Africa