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Register a new userThe Modeling Framework for Experimental Physics: Description, development, and applications
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Added by
Dimitri Dounas-Frazer
Publication date
2018
fields
Physics
and research's language is
English
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The ability to construct, use, and revise models is a crucial experimental physics skill. Many existing frameworks describe modeling in science education at introductory levels. However, most have limited applicability to the context of upper-division physics lab courses or experimental physics. Here, we discuss the Modeling Framework for Experimental Physics, a theoretical framework tailored to labs and experimentation. A key feature of the Framework is recursive interaction between models and apparatus. Models are revised to account for new evidence produced by apparatus, and apparatus are revised to better align with the simplifying assumptions of models. Another key feature is the distinction between the physical phenomenon being investigated and the measurement equipment used to conduct the investigation. Models of physical systems facilitate explanation or prediction of phenomena, whereas models of measurement systems facilitate interpretation of data. We describe the Framework, provide a chronological history of its development, and summarize its applications to research and curricular design. Ultimately, we argue that the Modeling Framework is a theoretically sound and well-tested tool that is applicable to multiple physics domains and research purposes. In particular, it is useful for characterizing students approaches to experimentation, designing or evaluating curricula for lab courses, and developing instruments to assess students experimental modeling skills.
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The ability to develop, use, and refine models of experimental systems is a nationally recognized learning outcome for undergraduate physics lab courses. However, no assessments of students model-based reasoning exist for upper-division labs. This study is the first step toward development of modeling assessments for optics and electronics labs. In order to identify test objectives that are likely relevant across many institutional contexts, we interviewed 35 lab instructors about the ways they incorporate modeling in their course learning goals and activities. The study design was informed by the Modeling Framework for Experimental Physics. This framework conceptualizes modeling as consisting of multiple subtasks: making measurements, constructing system models, comparing data to predictions, proposing causes for discrepancies, and enacting revisions to models or apparatus. We found that each modeling subtask was identified by multiple instructors as an important learning outcome for their course. Based on these results, we argue that test objectives should include probing students competence with most modeling subtasks, and test items should be designed to elicit students justifications for choosing particular modeling pathways. In addition to discussing these and other implications for assessment, we also identify future areas of research related to the role of modeling in optics and electronics labs.
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