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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