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Abstract Title: Developing and Assessing Scientific Reasoning in Introductory Physics Lab
Abstract: This paper describes the implementation of an introductory physics lab curriculum redesign at an open access, two-year college and reports on preliminary findings on student development of scientific reasoning.  We assessed scientific reasoning (SR) skills of (20) students in a redesigned physics lab.  Using a new assessment tool, Inquiry for Scientific Thinking and Reasoning, we quantified gains in SR sub skills.  Gains were demonstrated in the SR sub skills specifically targeted in the redesigned lab curriculum, including quantitative linear, correlation, control of variables (COV), integrated hypothesis, and hypothetical deductive reasoning.  Little or no gain was demonstrated in SR sub skills not explicitly addressed in the lab curriculum.  Assessed at a finer grain, basic COV sub skill gains were demonstrated.  These findings provide information on two-year college student SR skills and will inform future revisions of lab curriculum so that SR sub skills can be more effectively targeted.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Krista E. Wood
University of Cincinnati Blue Ash College
9555 Plainfield Rd.
Cincinnati, OH 45236
Phone: 513-745-5745
Co-Author(s)
and Co-Presenter(s)
Kathleen Koenig
University of Cincinnati, Physics Department