PERC 2025 Abstract Detail Page
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| Abstract Title: | Enhancing Student Interest in Radioactivity, Radiation, and Physics through Inquiry-Based Learning: An Investigation into the Role of Gender |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | This study explores how an inquiry-based radioactivity lab influences student motivation and interest in physics, with attention to potential gender differences. Students in a calculus-based physics course (n = 59) participated in a lab centered on student-led experimental design. Pre/post surveys showed statistically significant gains in motivation to learn, interest in physics, and intent to pursue a physics-related career. While no significant change was observed in radioactivity-specific items--likely due to a ceiling effect--qualitative responses highlighted a strong appreciation for the inquiry format. Paired t-tests showed significant gains among male students, while gains among female and non-binary students were not statistically significant. These results suggest that inquiry-based labs may enhance student engagement, particularly for those already inclined toward physics, and raise questions about how lab structure and topic interact to shape interest. Future work will compare inquiry-based and traditional labs across diverse physics topics and student populations. |
| Footnote: | https://drive.google.com/file/d/1n7VT93qBigLBBYzfZq6kgWAAMwCYTMGB/view |
| Session Time: | Poster Session A |
| Poster Number: | A-48 |
Author/Organizer Information | |
| Primary Contact: |
Keshab Raj Pokharel University of Alaska Fairbanks fairbanks, AK 99775 Phone: 9294445119 |
| Co-Author(s) and Co-Presenter(s) |
Michael M. Hull (He/him/his), University of Alaska Fairbanks |
