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Abstract Title: Taxonomy of teaching practices during group projects in lab courses
Abstract: Compared to other formal learning environments in undergraduate physics programs, multiweek group projects in lab courses give rise to unique interactions between students, their peers, their instructors, and apparatus. What does teaching look like in these contexts? How do instructors change their teaching practices as students transition from proposing project topics to carrying out experiments and reporting on results? To answer these and related questions, we conducted a multiple case study of group project implementations in upper-division labs at five universities. In this presentation, we draw on data from interviews and surveys with instructors and students to identify a variety of teaching practices. We further describe the intended purposes and perceived impacts of these practices. Preliminary data analysis suggests that group projects may be a shared endeavor in which students and instructors have asymmetric apprenticeship-style roles and responsibilities.
Abstract Type: Symposium Talk
Parallel Session: Establishing scientific norms in the lab: a spotlight on the instructor

Author/Organizer Information

Primary Contact: Dimitri R. Dounas-Frazer
Western Washington University