PERC 2018 Abstract Detail Page
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| Abstract Title: | How’d you do that? Student reflections in physics labs |
|---|---|
| Abstract: | Within high school classrooms, first year physics students engage in investigations that focus on the development of scientific abilities. Students in ISLE classrooms are provided with scientific ability rubrics as tools to assist with their experimental design procedures and written laboratory reports. These rubrics contain elements of the science practices that students should consider when planning, designing, carrying out, and analyzing their investigations. When writing up their findings, students self-assess themselves. They are expected to cite specific evidence within their report of where they meet criteria for performance for each of the abilities outlined on the rubric. Over the course of a school year, we tracked student progress with self-assessment on their written laboratory reports. We looked at whether or not their self-evaluations of and proficiency with varying abilities improved over the school year taking into account multiple exposures to the abilities, feedback, and the opportunity to revise their work. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B7 |
Author/Organizer Information | |
| Primary Contact: |
Danielle Bugge Rutgers University |
| Co-Author(s) and Co-Presenter(s) |
Eugenia Etkina, Rutgers University |
