Curricular reformation in computer-based undergraduate physics laboratories via action research
Abstract
This study pursued twelve paid student participants through a one-semester calculus-based introductory mechanics laboratory. Student participants were interviewed after every activity and were videotaped and observed conducting each activity. Using an action research design, field notes and transcripts from these activities were critically examined to characterize both student learning and curricular strengths and weaknesses. These characteristics were used to generate knowledge claims which subsequently guided intervention and reformation of the curriculum. This study found that student participants believed that the laboratory curriculum taught a number of worthwhile skills in a challenging manner and was appropriate for illustrating relationships described in lecture. Another key finding was that action research supported the critical assessment of laboratory phenomena and established an appropriate context for conducting laboratory curricular development by all participants, including students, teaching assistants and instructors. Recommendations from this study resulted in a reformed laboratory curriculum featuring formal instruction in computer graphing and data reduction skills, additional laboratory activities illustrating less familiar lecture phenomena, changed evaluation practice resulting in more immediate feedback, and the formal inclusion of critical reflection in course instruction. This study has implications for the general conduct of undergraduate science laboratories.
Degree
Ph.D.
Advisors
Bodner, Purdue University.
Subject Area
Curricula|Teaching|Science education|Educational software
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