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Abstract Title: Posing your own question; Designing your own investigation
Abstract: Over the course of the 2016-2017 school year, high school students learned physics though through ISLE method and engaged in labs that focus on the development of student scientific abilities. Upon completion of mechanics, groups of students had to design experiments to pose their own questions that could be answered with the knowledge they had developed in the first half of the year. The students designed observational, testing, and application experiments. They then selected the scientific abilities that were most applicable to their experiment(s) and wrote a lab report detailing their findings. Based on last year's investigations, we know that high school students are capable of achieving the same or greater proficiency than college students with the scientific abilities when they design experiments to answer questions posed by the teacher. How does this proficiency transfer when students are asked to design experiments to answer their own questions?
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Danielle Bugge
Rutgers University
and Co-Presenter(s)
Eugenia Etkina