ﻻ يوجد ملخص باللغة العربية
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 of constructing, testing, and refining these models is much less common. We focus our attention on a lab course that has been transformed to engage students in this modeling process during lab activities. The design of the lab activities was guided by a framework that captures the different components of model-based reasoning, called the Modeling Framework for Experimental Physics. We demonstrate how this framework can be used to assess students written work and to identify how students model-based reasoning differed from activity to activity. Broadly speaking, we were able to identify the different steps of students model-based reasoning and assess the completeness of their reasoning. Varying degrees of scaffolding present across the activities had an impact on how thoroughly students would engage in the full modeling process, with more scaffolded activities resulting in more thorough engagement with the process. Finally, we identified that the step in the process with which students had the most difficulty was the comparison between their interpreted data and their model prediction. Students did not use sufficiently sophisticated criteria in evaluating such comparisons, which had the effect of halting the modeling process. This may indicate that in order to engage students further in using model-based reasoning during lab activities, the instructor needs to provide further scaffolding for how students make these types of experimental comparisons. This is an important design consideration for other such courses attempting to incorporate modeling as a learning goal.
The use of lab notebooks for scientific documentation is a ubiquitous part of physics research. However, it is common for undergraduate physics laboratory courses not to emphasize the development of documentation skills, despite the fact that such co
Although developing proficiency with modeling is a nationally endorsed learning outcome for upper-division undergraduate physics lab courses, no corresponding research-based assessments exist. Our longterm goal is to develop assessments of students m
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
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 fro
The general problem of effectively using interactive engagement in non-introductory physics courses remains open. We present a three-year study comparing different approaches to lecturing in an intermediate mechanics course at the Colorado School of