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Enhancing motivation and learning attitudes in an introductory physics course is an important but difficult task that can be achieved through class blogging. We incorporated into an introductory course a blog operated by upper-level physics students. Using the Colorado Learning Attitudes about Science Survey (CLASS), periodic in-class surveys, analysis of student blog comments, and post-instructional interviews, we evaluate how the blog combined with class instruction provided the students with a better sense of relevance and confidence and outline recommendations for future use of this strategy.
In the Fall of 2013, Georgia Tech offered a flipped calculus-based introductory mechanics class as an alternative to the traditional large-enrollment lecture class. This class flipped instruction by introducing new material outside of the classroom t
Proficiency with calculating, reporting, and understanding measurement uncertainty is a nationally recognized learning outcome for undergraduate physics lab courses. The Physics Measurement Questionnaire (PMQ) is a research-based assessment tool that
Laboratory courses are key components of most undergraduate physics programs. Lab courses often aim to achieve the following learning outcomes: developing students experimental skills, engaging students in authentic scientific practices, reinforcing
Covariational reasoning -- reasoning about how changes in one quantity relate to changes in another quantity -- has been examined extensively in mathematics education research. Little research has been done, however, on covariational reasoning in int
We investigate students sense of ownership of multiweek final projects in an upper-division optics lab course. Using a multiple case study approach, we describe three student projects in detail. Within-case analyses focused on identifying key issues