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In this exploratory qualitative study, we describe instructors self-reported practices for teaching and assessing students ability to troubleshoot in electronics lab courses. We collected audio data from interviews with 20 electronics instructors from 18 institutions that varied by size, selectivity, and other factors. In addition to describing participants instructional practices, we characterize their perceptions about the role of troubleshooting in electronics, the importance of the ability to troubleshoot more generally, and what it means for students to be competent troubleshooters. One major finding of this work is that, while almost all instructors in our study said that troubleshooting is an important learning outcome for students in electronics lab courses, only half of instructors said they directly assessed students ability to troubleshoot. Based on our findings, we argue that there is a need for research-based instructional materials that attend to both cognitive and non-cognitive aspects of troubleshooting proficiency. We also identify several areas for future investigation related to troubleshooting instruction in electronics lab courses.
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 st
We demonstrate how students use of modeling can be examined and assessed using student notebooks collected from an upper-division electronics lab course. The use of models is a ubiquitous practice in undergraduate physics education, but the process o
While laboratory instruction is a cornerstone of physics education, the impact of student behaviours in labs on retention, persistence in the field, and the formation of students physics identity remains an open question. In this study, we performed
One way to foster a supportive culture in physics departments is for instructors to provide students with personal attention regarding their academic difficulties. To this end, we have developed the Guided Reflection Form (GRF), an online tool that f
Recently, there have been several national calls to emphasize physics practices and skills within laboratory courses. In this paper, we describe the redesign and implementation of a two-course sequence of algebra-based physics laboratories at Michiga