Research-Based Strategies in an Electric Circuits Lab

Abstract

This study reports the outcomes of comparing three methods to carry out a physics laboratory with active learning strategies: Tutorials in Introductory Physics (Tutorials) and RealTime Physics (RTP). A sample of 476 students was divided into three groups, about one third of the students used Tutorials, another third used RTP, and the last third used RTP with graphing calculators and probes. A multiple choice test was used to find that the three groups had statistically-significant differences on conceptual understanding of current concepts. Additionally, it was found differences in gains among the three groups using a multiple-choice pretest and posttest. With an analysis of misconceptions it was found that an important portion of students still holding misconceptions. The change of instruction seems to affect conceptual understanding when students have to analyze difficult circuits. Besides, it was found that students still holding misconceptions, they continue using terms like current and voltage interchangeably.