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Abstract Title: A Longitudinal Exploration of Students’ Beliefs about Experimental Physics
Abstract: Michigan State University physics department has recently transformed its algebra-based, introductory physics laboratory curriculum. This transformed, two-course sequence, Design, Analysis, Tools, and Apprenticeship (DATA) Lab, emphasizes the development of experimental skills and laboratory practices and provides students with an authentic physics laboratory experience. In this presentation, we will discuss the longitudinal results on how students perceive experimental physics through the two course sequence: mechanics (DL1) and electricity and magnetism (DL2). In both courses, data was collected pre- and post-instruction via the Colorado Learning Attitudes and Science Survey for Experimental Physics (E-CLASS). Students in the traditional-to-traditional course sequence demonstrated an overall decline in their expert-like responses. Students enrolled in the transformed-to-transformed course sequence showed higher yet stable expert-like responses toward experimental physics. Students in the traditional-to-transformed sequence experienced a significant increase in their beliefs toward experimental physics; however, it only occurred during the second half of the two-course sequence.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B22
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Rachel Henderson
Department of Physics & Astronomy, Michigan State University
567 Wilson Rd
East Lansing, MI 48824
Phone: 4128481913
and Co-Presenter(s)
Kelsey Funkhouser:
Department of Physics & Astronomy, Michigan State University

Marcos D. Caballero:
(1) Department of Physics & Astronomy, Michigan State University
(2) CREATE for STEM Institute, Michigan State University
(3) Department of Physics & Center for Computing in Science Education, University of Oslo, N-0316 Oslo,  Norway