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PERC 2016 Abstract Detail Page

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Abstract Title: The Effects of Laboratory Redesign on Conceptual Learning and Learning Attitudes
Abstract: We have redesigned the laboratory portion of the calculus-based introductory physics classes. With redesign, traditional verification-based three-hour experiments have been converted into one-hour tutorials led by undergraduate learning assistants and two-hour inquiry-based experiments. In this study, we have investigated the effects of this redesign on success and withdrawal rates, student conceptual learning as measured by Force Concept Inventory (FCI), and student attitudes as measured by Colorado Learning Attitudes about Science Survey (CLASS). We have found a significant increase in FCI gains with redesigned labs and improvements in CLASS favorable scores for Conceptual Understanding and Sense Making/Effort categories. We also report the result of a characterization of the inquiry level of old and new experiments using a newly developed rubric.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Zeynep Topdemir
Georgia State University
One Park Place 4th Floor
Phone: 4048639362
and Co-Presenter(s)
David N. Trusty-Georgia State University
Ebru Oncul-Georgia State University
Brian D. Thoms-Georgia State University