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Abstract Title: Sense of agency, gender, and students’ perception in open-ended physics labs
Abstract: Instructional physics labs are critical junctions for many STEM majors to develop an understanding of experimentation in the sciences. Students can acquire useful experimental skills and grow their identities as scientists. However, many traditionally-instructed labs do not necessarily involve authentic physics experimentation features in their curricula. Recent research calls for a reformation in undergraduate labs that incorporate more student agency and choice in the learning processes. In our institution, we have adopted open-ended lab teaching in the introductory physics courses. By using reformed curricula that provide higher student agency, we analyzed approximately 100 students in the introductory-level lab courses to examine their views towards the open-ended physics labs. Between the start and the end of the semester, we found a statistically significant shift in students' perceptions about the autonomy given in lab activities. We also examined student views across gender and found no significant gender effect on students' agency views.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: 2.D2
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Z. Yasemin Kalender
Cornell University
Ithaca, NY 14850
and Co-Presenter(s)
Martin Stein, Cornell University
N. G. Holmes, Cornell University