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In many upper-division lab courses, instructors implement multiweek student-led projects. During such projects, students may design and carry out experiments, collect and analyze data, document and report their findings, and collaborate closely with peers and mentors. To better understand cognitive, social, and affective aspects of projects, we conducted an exploratory investigation of student ownership of projects. Ownership is a complex construct that refers to, e.g., students willingness and ability to make strategic decisions about their project. Using data collected through surveys and interviews with students and instructors at five institutions, we developed a preliminary model for student ownership of projects. Our model describes student interactions with the project during three phases: choice of topic, execution of experiment, and synthesis of results. Herein, we explicate our model and demonstrate that it maps well onto students and instructors conceptions of ownership and ideas presented in prior literature.
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
Immersive virtual reality (VR) has enormous potential for education, but classroom resources are limited. Thus, it is important to identify whether and when VR provides sufficient advantages over other modes of learning to justify its deployment. In
We present results of our investigation into student understanding of the physical significance and utility of the Boltzmann factor in several simple models. We identify various justifications, both correct and incorrect, that students use when answe
Multiweek projects in physics labs can engage students in authentic experimentation practices, and it is important to understand student experiences during projects along multiple dimensions. To this end, we conducted an exploratory quantitative inve
We describe a study on the conceptual difficulties faced by college students in understanding hydrodynamics of ideal fluids. This study was based on responses obtained in hundreds of written exams and oral interviews, which were held with first-year