PERC 2020 Abstract Detail Page
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| Abstract Title: | Students’ dynamic engagement with experimental data in a physics laboratory setting |
|---|---|
| Abstract: | Increased emphasis has been given to students' engagement with experimental data as reform efforts have continued to transform the landscape of introductory physics laboratory courses, resulting in greater opportunities for authentic scientific inquiry and student agency. As a result, students become the primary driving forces of their own experimentation, and the manner in which they engage with experimental data becomes more complex and nonlinear. This poster presents an illumination of the nuanced ways students enact various data-based actions when conducting physics experiments. We present a case-study of a group engaging in an inquiry-based physics laboratory to highlight the complex and iterative ways the group shifts between multiple data-based actions. Results show that students oftentimes shift between multiple data-based actions in short timescales and that these shifts can take place with implicit iterative patterns, even when the instructional setting is structured for a single experimental step. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | 3.D4 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Jason M. May Department of Physics & Astronomy, University of Utah Salt Lake City, UT 84112 |
| Co-Author(s) and Co-Presenter(s) |
Lauren Barth-Cohen Department of Educational Psychology, University of Utah Jordan Gerton Department of Physics & Astronomy, University of Utah Claudia De Grandi Department of Physics & Astronomy, University of Utah |
