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Abstract Title: Reforming calculus-based introductory physics labs at Georgia State University and its effect on students' learning
Abstract: As a comprehensive PhysTEC site, Georgia State University has undertaken a reform of the calculus-based introductory physics sequence. The traditional three-hour lab was replaced with a one-hour tutorial led by an undergraduate learning assistant lead followed by a two-hour, guided inquiry lab led by a graduate teaching assistant. The guided inquiry labs for the first (mechanics) and second (E&M, optics) course in the sequence were tested with students in pilot sections in Spring 2014 and Fall 2014, respectively, and implemented for all classes in Fall 2014 and Spring 2015, respectively. The lab redesign is observed to have significant impacts on learning gains and student attitudes.  Design considerations, students' perspectives on labs and learning gains of students with and without lab reform will be discussed.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: D.G. Sumith Doluweera
Georgia State University
1 Park Place
Atlanta, GA 30303
and Co-Presenter(s)
Brian Thoms,  Georgia State University
Joshua Von Korff, Georgia State University