Abstract
Models of physical systems are used to explain and predict experimental results and observations. The Modeling Framework for Experimental Physics describes the process by which physicists revise their models to account for the newly acquired observations, or change their apparatus to better represent their models when they encounter discrepancies between actual and expected behavior of a system. While modeling is a nationally recognized learning outcome for undergraduate physics lab courses, no assessments of students' model-based reasoning exist for upper-division labs. As part of a larger effort to create two assessments of students' modeling abilities, we used the Modeling Framework to develop and code think-aloud problem-solving activities centered on investigating an inverting amplifier circuit. This study is the second phase of a multiphase assessment instrument development process. Here, we focus on characterizing the range of modeling pathways students employ while interpreting the output signal of a circuit functioning far outside its recommended operation range. We end by discussing four outcomes of this work: (1) Students engaged in all modeling subtasks, and they spent the most time making measurements, making comparisons, and enacting revisions; (2) Each subtask occurred in close temporal proximity to all over subtasks; (3) Sometimes, students propose causes that do not follow logically from observed discrepancies; (4) Similarly, students often rely on their experiential knowledge and enact revisions that do not follow logically from articulated proposed causes.
Highlights
The National Research Council (NRC) called for increased attention to assessments of experimental physics practices, and to the assessment development process in particular [1]
To determine the amount of time students spent on a particular subtask, we aggregated the coded data from all 10 think-aloud problem-solving (TAPS) interviews and counted how many 30-sec intervals were coded in the code categories corresponding to the five subtasks in the Modeling Framework: construct models, make measurements, make comparisons, propose causes, and enact revisions
We conducted 10 think-aloud problem-solving interviews with CU Boulder upperdivision physics students in order to learn how students engage in model-based reasoning while working on a practicum-style electronics activity consisting of an inverting amplifier circuit
Summary
The National Research Council (NRC) called for increased attention to assessments of experimental physics practices, and to the assessment development process in particular [1]. One important experimental physics practice is modeling: the construction, testing, use, and revision of models of physical phenomena and apparatus. According to the recommendations released by the American Association of Physics Teachers (AAPT), modeling should be a focus of physics laboratory courses [2]. There is no published, validated instrument to assess modeling in physics laboratory courses. There are assessments that measure other concepts in labs, such as “critical thinking” [3], how students perceive experimental
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