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Abstract Title: Assessment of critical thinking in physics labs
Abstract: Despite the significant amount of time undergraduate students spend in introductory physics labs, there is little consensus on instructional goals and accepted diagnostic assessments for these labs. In response to these issues, we have developed the Physics Lab Inventory of Critical thinking (PLIC) to assess students' proficiency in critical thinking in a physics lab context. Specifically, the PLIC aims to evaluate students' skills in making sense of data, variability, models, and experimental methods and to assess the effectiveness of lab courses at developing these skills. Here, we discuss the statistical and expert validation of this instrument using approximately 2000 student responses collected from 12 institutions during the 2017-2018 academic year. As a part of our validation, we address the impact of lab design on student performance on the instrument.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A98
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Cole Walsh
Cornell University
Ithaca, NY 14850
Co-Author(s)
and Co-Presenter(s)
Natasha G. Holmes, Cornell University
Katherine N. Quinn, Cornell University