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تسجيل مستخدم جديدImpact of an introductory lab on students understanding of measurement uncertainty
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Physics lab courses are an essential part of the physics undergraduate curriculum. Learning goals for these classes often include the ability to interpret measurements and uncertainties. The Physics Measurement Questionnaire (PMQ) is an established open-response survey that probes students understanding of measurement uncertainty along three dimensions: data collection, data analysis, and data comparison. It classifies students reasoning into point-like and set-like paradigms, with the set-like paradigm more aligned with expert reasoning. In the context of a course transformation effort at the University of Colorado Boulder, we examine over 500 student responses to the PMQ both before and after instruction in the pre-transformed course. We describe changes in students overall reasoning, measured by aggregating four probes of the PMQ. In particular, we observe large shifts towards set-like reasoning by the end of the course.
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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
measures such understanding. The PMQ was designed to characterize student reasoning into point or set paradigms, where the set paradigm is more aligned with expert reasoning. We analyzed over 500 student open-ended responses collected at the beginning and the end of a traditional introductory lab course at the University of Colorado Boulder. We discuss changes in students understanding over a semester by analyzing pre-post shifts in student responses regarding data collection, data analysis, and data comparison.
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