PERC 2019 Abstract Detail Page
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| Abstract Title: | Categorizing stages of students' sustained inquiry in self-chosen projects |
|---|---|
| Abstract: | In our project-based introductory course for life science, students are encouraged to explore their own inquiries about the physics underpinnings of phenomena of interest to them. They sustain that inquiry with modeling and quantitative analysis to make inferences regarding the phenomena in mini-project homework assignments that lead to a semester-long project.. They pose their own questions, obtain and analyze their own data, and apply that data to physics models to address their own inquiries. Strategies to nurture this inquiry include starting with a larger, human inquiry for which a personal motivation is required. Narrowing this larger inquiry to the possible underlying physical mechanisms is key. Framing the inquiry in terms of comparison eases making quantitative analysis meaningful. There is a significant spread of student competence in sustained and authentic inquiry. The stages of the development of this critical skill is being categorized over several semesters of student projects. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | C20 |
Author/Organizer Information | |
| Primary Contact: |
Nancy Beverly Mercy College School of Health and Natural Sciences 555 Broadway Dobbs Ferry, NY 10522 |
