Design and Reflection Help Students Develop Scientific Abilities: Learning in Introductory Physics Laboratories

Etkina, Eugenia; Karelina, Anna; Ruibal‐Villasenor, Maria; Rosengrant, David; Jordan, Rebecca; Hmelo‐Silver, Cindy E.

doi:10.1080/10508400903452876

Cited by 192 publications

(122 citation statements)

References 41 publications

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“…There is much research demonstrating the effectiveness of labbased pedagogies at developing skills such as evaluating data and models, dealing with uncertainty and variability in data, and designing experiments [45][46][47][48][49][50].…”

Section: Midterm Exammentioning

confidence: 99%

Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content

Holmes

Olsen

Thomas

et al. 2017

Phys. Rev. Phys. Educ. Res.

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Instructional labs are widely seen as a unique, albeit expensive, way to teach scientific content. We measured the effectiveness of introductory lab courses at achieving this educational goal across nine different lab courses at three very different institutions. These institutions and courses encompassed a broad range of student populations and instructional styles. The nine courses studied had two key things in common: the labs aimed to reinforce the content presented in lectures, and the labs were optional. By comparing the performance of students who did and did not take the labs (with careful normalization for selection effects), we found universally and precisely no added value to learning course content from taking the labs as measured by course exam performance. This work should motivate institutions and departments to reexamine the goals and conduct of their lab courses, given their resource-intensive nature. We show why these results make sense when looking at the comparative mental processes of students involved in research and instructional labs, and offer alternative goals and instructional approaches that would make lab courses more educationally valuable.

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Section: Midterm Exammentioning

confidence: 99%

Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content

Holmes

Olsen

Thomas

et al. 2017

Phys. Rev. Phys. Educ. Res.

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“…• Show how the specific inquiry fits within a generic inquiry process (T. Bell et al, 2010;Quintana et al, 2004); • Represent both the process and the current inquiry in a visual form that guides interpretive knowing (Etkina et al, 2010); • Integrate learning about personally meaningful topics, learning to do epistemically authentic science, and learning to be a scientist (Chinn & Malhotra, 2002;Hodson, 1998;Latour, 1999); • Give the teacher a central role in modifying, monitoring, and supporting the activities (Puntambekar, Stylianou, & Goldstein, 2007); • Be adaptable enough to preset an appropriate level of predictability and flexibility (T. Bell et al, 2010); • Assist the learners in performing techniques for collection, visualization, sharing, and analysis of quantitative and qualitative data (T. Bell et al, 2010;Edelson et al, 1999); • Enable the sharing of data and integration of knowledge gained during the inquiry (Linn, Clark, & Slotta, 2002); and • Support assessment of the artifacts created by learners during an inquiry (Wasson, Vold, & de Jong, 2012).…”

Section: Design Of An Inquiry Learning Scriptmentioning

confidence: 99%

Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom

Sharples

Scanlon

Ainsworth

et al. 2014

Journal of the Learning Sciences

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“…As Clough (2002) said, what a teacher does with the activities is more important than the activities themselves. In this sense, the design activities can promote the development of scientifically abilities when they are involved in an investigation and reflection cycle (Etkina et al, 2010) and also the improvement of the conceptual comprehension of the students (Olympiou & Zacharia, 2012). For its part, the Conceptual Factor refers to the theoretical framework needed to work in every research experience, from a more or less complex conceptual structure to be restored with experience.…”

Section: Discussionmentioning

confidence: 99%

Modeling of a Theoretical Construct in Inquiry-Based Science Education // Modelización de un constructo teórico sobre la percepción del alumnado en procesos de indagación en ciencias

Bernal

Pérez

2015

REV PSICODIDACT

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The aim of this study is the theoretical modeling of a construct in research on education science. The study was conducted with an incidental sample of students of a wide range of ages and various educational levels involved in a project on the use of practical work in science and technology. The instrument consisted of a questionnaire that asked Likert conceptual issues, scientific procedures, hypothesis stating, research reports and attitudes toward science and technology in a wide range of problems of school research. The study variables affect these areas of interest. A theoretical model with three first-factors orders (experiential, conceptual and explanatory) and another third-order factor (integrating factor) was estimated. The designed model was not rejected and can provide a basis for understanding how the students perceived the experimental work on science and technology.Keywords: structural equation modeling (SEM), inquiry based science education, students' perceptions. ResumenEl objetivo de este estudio es la modelización teórica de un constructo sobre la investigación escolar en ciencias experimentales. El estudio se llevó a cabo con una muestra incidental de alumnado dentro un amplio rango de edades y diversos niveles educativos que participaban en un proyecto sobre el uso de trabajos prácticos en ciencia y tecnología. El instrumento consistía en un cuestionario tipo Likert que indagaba en cuestiones conceptuales, procedimientos científicos, emisión de hipótesis, realización de informes de investigación y actitudes hacia la ciencia y tecnología en un abanico muy amplio de problemas de investigación escolar. Las variables de estudio inciden en estos aspectos de interés. Se estimó un modelo teórico con tres factores de primer orden (experiencial, conceptual y explicativo) y otro factor de tercer orden (factor integrador). El modelo diseñado no se rechazó y puede proporcionar una base para comprender cómo percibe el alumnado los trabajos experimentales en ciencias y tecnología.Palabras clave: modelización por ecuaciones estructurales, indagación en ciencias, percepción del alumnado.

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Design and Reflection Help Students Develop Scientific Abilities: Learning in Introductory Physics Laboratories

Cited by 192 publications

References 41 publications

Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content

Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content

Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom

Modeling of a Theoretical Construct in Inquiry-Based Science Education // Modelización de un constructo teórico sobre la percepción del alumnado en procesos de indagación en ciencias

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