PERC 2019 Abstract Detail Page
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| Abstract Title: | Learning to learn by inquiry: are simulations too challenging for novices? |
|---|---|
| Abstract: | Inductive inquiry learning activities, where students are tasked with quantitatively modelling physics phenomena with little guidance from an instructor, have been shown to have substantial conceptual learning benefits. A common implementation is an "invention activity" where students invent a general rule from patterns in instructor-provided data before receiving direct instruction on the target topic. Alternatively, students could be provided with an interactive simulation where students then have the agency to explore and collect data on their own. While this provides a promising opportunity for developing more robust inquiry process skills, it also introduces substantial challenges for novices that may, for instance, only do a shallow exploration and miss crucial features of the domain. We discuss the impact on conceptual learning outcomes and process skill development from a study that tested the impact of these different affordances in a sequence of inductive inquiry activities implemented throughout an introductory E/M course. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B36 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Jonathan Massey-Allard University of British Columbia |
| Co-Author(s) and Co-Presenter(s) |
Ido Roll University of British Columbia Joss Ives University of British Columbia |
