Labatorials in introductory physics courses

Sobhanzadeh, Mandana; Kalman, Calvin S.; Thompson, R. I.

doi:10.1088/1361-6404/aa8757

Cited by 18 publications

(11 citation statements)

References 9 publications

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“…Each module was designed around a curricular framework such that an adopting institution can use the materials as written, or can incorporate their existing equipment and experiments into the framework with minimal effort. Other non-traditional approaches have also been experimented with, such as the work by Sobhanzadeh, Kalman, and Thompson (2017), which targets typical misconceptions by using conceptual questions to engage students in making a prediction, designing and conducting a related experiment, and determining whether or not the results support the hypothesis.…”

Section: Developing Scientific Reasoning With Inquiry Labsmentioning

confidence: 99%

Physics education research for 21st century learning

Bao

Koenig

2019

Discip Interdscip Sci Educ Res

153

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Education goals have evolved to emphasize student acquisition of the knowledge and attributes necessary to successfully contribute to the workforce and global economy of the twenty-first Century. The new education standards emphasize higher end skills including reasoning, creativity, and open problem solving. Although there is substantial research evidence and consensus around identifying essential twenty-first Century skills, there is a lack of research that focuses on how the related subskills interact and develop over time. This paper provides a brief review of physics education research as a means for providing a context towards future work in promoting deep learning and fostering abilities in high-end reasoning. Through a synthesis of the literature around twenty-first Century skills and physics education, a set of concretely defined education and research goals are suggested for future research, along with how these may impact the next generation physics courses and how physics should be taught in the future.

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Section: Developing Scientific Reasoning With Inquiry Labsmentioning

confidence: 99%

Physics education research for 21st century learning

Bao

Koenig

2019

Discip Interdscip Sci Educ Res

153

View full text Add to dashboard Cite

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“…The worksheets are developed in such a manner that students who arrive on time and concentrate on the material can finish all checkpoints in the time allotted. Evidence suggest that Labatorials are useful to both instructors and students (Sobhanzadeh et al, 2017). Students identify their strengths and weaknesses and identify areas of their understanding that need to be strengthened.…”

Section: Labatorials (Laboratory + Tutorials)mentioning

confidence: 99%

“…Preliminary results indicate that it works well in such a setting. The main challenge of implementing this approach is that Strategy 1 requires a complete redesign of conventional laboratories as described by Sobhanzadeh et al (2017).…”

Section: Summary Of Strategymentioning

confidence: 99%

Three Active Learning Strategies to Address Mixed Student Epistemologies and Promote Conceptual Change

Kalman

Lattery

2018

Front. ICT

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Novice science learners or introductory science students vary greatly in their understanding of the nature of science. For example, many students do not conceive of scientific knowledge as a highly ordered, coherent, knowledge structure that contains a set of interrelated ideas. Such a framework enables the learner to relate new material to prior knowledge and, if warranted, assimilate the new material within the framework. Many students have strong beliefs that knowledge is conveyed by authorities, such as the instructor and the textbook. Also many student's own knowledge structure is fragmented or "in pieces," as described by diSessa. Fortunately, this portrayal is not valid for all students. Many other students enter the classroom with productive intellectual values and possess, or can quickly develop with little prompting, alternative, and coherent conceptions that conflict with target ideas. These students are able to relate new material to prior knowledge and, if warranted, assimilate new material into pre-existing conceptions. The challenge of contemporary science education reform is therefore to address the diverse needs of a "mixed student epistemology" classroom. In this paper we review three instructional strategies that show promise to address this challenge in the context of an introductory physics classroom: (1) the Reflective Writing and Labatorial interventions of Kalman et al. (2) the Conceptual Conflict Collaborative Group and Critique approaches of Kalman and Rohar, and (3) the integrated Elicit-and-Challenge and Bridging Technique strategies of Lattery. Each approach stresses the need for students to critically examine their own ideas in relation to target course ideas and discuss their ideas with peers. The second and third approaches emphasize the important role of the history and philosophy of science in science teaching. The aim of such efforts is not only to convey subject-matter content knowledge, but also to shape the student mindset, metacognitive practice, and understanding of the nature of science.

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“…Labatorials were developed by the Physics Education Development group at the University of Calgary (Sobhanzadeh et al, 2017) inspired by the introductory physics tutorial system in the University of Washington (McDermott & Shaffer, 1998). The curriculum used at the University of Washington is entitled "Tutorials in Introductory Physics" and was written by the Physics Education Group at the University of Washington.…”

Section: Pedagogical Tool: Labatorials (Lbt)mentioning

confidence: 99%

“…Developed by Physics Education Development group-University of Calgary (Sobhanzadeh et al, 2017) inspired by introductory physics tutorial system at University of Washington (McDermott & Shaffer, 1998). "Labatorial" -combination of "laboratory" and "tutorial": students in groups of 3 or 4 students use a worksheet with conceptual questions, calculation problems, and instructions for experiments and computer simulations.…”

Section: Student Responses In the Interviewsmentioning

confidence: 99%

Impact of Reflective Writing and Labatorials on Student Understanding of Force and Motion in Introductory Physics

Kalman¹,

Lattery²,

Sobhanzadeh³

2018

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In this paper, we examine a way to deal with alternative student conceptions about force and motion in a university level introductory physics course. The course combines Reflective Writing, an activity that engages students in textual material metacognitively, and Labatorials, an in-class active learning intervention. Semi-structured interviews and student writing provide evidence of conceptual change.

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Labatorials in introductory physics courses

Cited by 18 publications

References 9 publications

Physics education research for 21st century learning

Physics education research for 21st century learning

Three Active Learning Strategies to Address Mixed Student Epistemologies and Promote Conceptual Change

Impact of Reflective Writing and Labatorials on Student Understanding of Force and Motion in Introductory Physics

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