PERC 2024 Abstract Detail Page
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| Abstract Title: | Key features of a successful Introductory Physics for Life Sciences (IPLS) course ecosystem |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Prior longitudinal work in our group has shown that our Introductory Physics for Life Sciences (IPLS) course supports students in the development of (i) the ability to successfully use physical models in novel biological contexts, and (ii) positive attitudes toward the relevance of physics to the life sciences. To better understand how our course ecosystem (including the messaging, pedagogy, and curricular choices that collectively constitute the course environment) supports such long-term gains, we implemented survey check-ins with students every few weeks throughout the two-semester course. Data collected from this effort were unpacked via a series of case study interviews, and were triangulated with data collected using a "physics affinity" survey, an instrument that combines measures of student interest, self-efficacy, and sense of the relevance of physics to the life sciences. We report on our coordinated analyses of these data streams, highlighting the features of the course ecosystem that students found to be most essential for their growth. |
| Session Time: | Poster Session 1 |
| Poster Number: | A37 |
Author/Organizer Information | |
| Primary Contact: |
Lundy Zheng Swarthmore College Swarthmore, PA 19081 Phone: 484 625 9463 |
| Co-Author(s) and Co-Presenter(s) |
Catherine Crouch, Swarthmore College Ben Geller, Swarthmore College Nikhil Tignor, Swarthmore College |
