Abstract
This study investigated the effects of Discovery Learning Scientific Community Laboratories (DL-SCL) and traditional non-DLSCL laboratories on students’ conceptual understanding in a Physics-1 lab. At many universities, physics programs use a traditional lab style, despite research on the benefits for reform-oriented physics labs. This DL-SCL approach included features of inquiry-based learning (e.g., students generated hypotheses and designed experiments) and scientific community labs (e.g., students discussed designs and findings). This study used a quasi-experimental design with quantitative-method data collection and analysis procedures. Twelve sections of a Physics I lab were assigned to two groups: Treatment (DL-SCL) and Control (non-DL-SCL). In Treatment and Control sections, conceptual understanding was measured pre/post using the Mechanics Baseline Test (MBT) and the Force Concept Inventory (FCI). Study findings indicated that DL-SCL approach in teaching Physics Lab-1 significantly improved students’ conceptual understanding.
Highlights
In many colleges, the introductory physics course acts to serve as a gatekeeper function for careers in physics and engineering, as well as other STEM fields
This study investigated the effects of Discovery Learning Scientific Community Laboratories (DL-SCL) and traditional non-DLSCL laboratories on students’ conceptual understanding in a Physics-1 lab
Discovery Learning Scientific Community Laboratories (DL-SCL) are undergraduate physics laboratories where students adopt multiple roles (Bodner, Hunter, & Lamba, 1998), including ways of utilizing learning strategies and lab resources to build a solid understanding of scientific concepts and of their applications in real life (Sokoloff, Laws & Thornton, 2007)
Summary
The introductory physics course acts to serve as a gatekeeper function for careers in physics and engineering, as well as other STEM fields. DL-SCL labs were designed to be more inquiry-oriented by including pre-lab assignments designed to help prepare students to develop their own hypotheses and design experiments to test them In this way, they reflected Piaget’s ideas about individual discovery and constructivism. These labs were designed to be more collaborative and community-based by allowing, even encouraging, students to discuss their hypotheses, designs, and findings with lab teaching assistants (TAs) and other students, both prior to and after each lab In this way, they reflected Vygotsky’s ideas about social constructivism, including the role of More Knowledgeable Others (MKOs) in supporting learning. According to Docktor and Mestre (2014), an abundance of instructional approaches and accompanying curricular materials have been developed for teaching physics These instructional reforms involve comprehensive structural changes such as combining lecture, recitation, and labs into a single class environment. Using video analysis software (Beichner, 1996) to collect and analyze data that resulted from the motion of objects was perceived to be useful by students and improved their comfort with using computers (Escalada, 1995)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: EURASIA Journal of Mathematics, Science and Technology Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
