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Abstract Title: Using reflections to explore student learning during the project component of an advanced laboratory course
Abstract: We redesigned an advanced physics laboratory course to include a project component. The intention was to address learning outcomes such as modeling, design of experiments, teamwork, and developing technical skills for using apparatus and analyzing data. The course included experimental labs in preparation for a six-week team project in which students designed and implemented a research experiment. The final assignment given to students was a reflective essay, which asked students to discuss their learning and satisfaction in doing the project. Qualitative analysis of the students' reflections showed that the majority of the students reported satisfaction and achievement, functional team dynamics, learning outcomes unique to this experience, practicing modeling skills, and potential future improvements. We suggest that reflections are useful as support for student learning as well as in guiding curricular improvements. Our findings may be useful for other course redesign initiatives incorporating project-based learning and student reflections.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B8
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Bei Cai
Queen's University
Co-Author(s)
and Co-Presenter(s)
Lindsay Mainhood, Queen's University
Robert G. Knobel, Queen's University

Contributed Poster

Contributed Poster: Download the Contributed Poster