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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 in-lab observations of student actions over two semesters in two pedagogically different sections of the same introductory physics course. We used a cluster analysis to identify different categories of student behaviour and analyzed how they correlate with lab structure and gender. We find that, in lab structures which fostered collaborative group work and promoted decision making, there was a task division along gender lines with respect to laptop and equipment usage (and found no such divide among students in guided verification labs).
It is a well-studied notion that women are under-represented in the physical sciences, with a leaky pipeline metaphor describing how the number of women decreases at higher levels in academia[1,2]. It is unclear, however, where the major leaks exist
In deciding on a students grade in a class, an instructor generally needs to combine many individual grading judgments into one overall judgment. Two relatively common numerical scales used to specify individual grades are the 4-point scale (where ea
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
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
In this study, we investigated the employment status of recent University of Ottawa physics MSc and PhD graduates, finding that 94% of graduates are either employed or pursuing further physics education one year post-graduation. Our database was popu