ﻻ يوجد ملخص باللغة العربية
Physics lab courses are integral parts of an undergraduate physics education, and offer a variety of opportunities for learning. Many of these opportunities center around a common learning goal in introductory physics lab courses: measurement uncertainty. Accordingly, when the stand-alone introductory lab course at the University of Colorado Boulder (CU) was recently transformed, measurement uncertainty was the focus of a learning goal of that transformation. The Physics Measurement Questionnaire (PMQ), a research-based assessment of student understanding around statistical measurement uncertainty, was used to measure the effectiveness of that transformation. Here, we analyze student responses to the PMQ at the beginning and end of the CU course. We also compare such responses from two semesters: one before and one after the transformation. We present evidence that students in both semesters shifted their reasoning in ways aligned with the measurement uncertainty learning goal. Furthermore, we show that more students in the transformed semester shifted in ways aligned with the learning goal, and that those students tended to communicate their reasoning with greater sophistication than students in the original course. These findings provide evidence that even a traditional lab course can support valuable learning, and that transforming such a course to align with well-defined learning goals can result in even more effective learning experiences.
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
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 o
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
We describe an undergraduate course where physics students are asked to conceive an outreach project of their own. The course alternates between the project conception and teachings about pedagogy and outreach, and ends in a public show. We describe
In an Introductory Physics for Life Science (IPLS) course that leverages authentic biological examples, student ideas about entropy as disorder or chaos come into contact with their ideas about the spontaneous formation of organized biological struct