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Abstract Title: Impact of reformed pedagogy students' epistemologies about experimental physics
Abstract: Student learning in undergraduate physics laboratory courses has garnered increased attention within the PER community.  Considerable work has been done to develop curricular materials and pedagogical techniques designed to enhance student learning within laboratory learning environments.  Examples of these transformation efforts include the Investigative Science Learning Environment (ISLE), Modeling Instruction, and integrated lab/lecture environments (e.g., studio physics).  In addition to improving students' understanding of the physics content, lab courses often have an implicit or explicit goal of increasing students' understanding and appreciation of the nature of experimental physics.  We examine students' responses to a laboratory-focused epistemological assessment - the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) - to determine if courses using transformed curricula or pedagogy result in more expert-like epistemologies relative to courses using traditional guided labs.  Data for this study are drawn from an existing data set of responses to the E-CLASS from multiple courses and institutions.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Bethany R. Wilcox
University of Colorado at Boulder
2510 Taft Dr Unit 213
Boulder, CO 80302
Phone: 9704125014