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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 concepts, and inspiring students interest and engagement in physics. Some of these outcomes can be measured by the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS), a research-based assessment that measures students views about experimental physics. We used E-CLASS at the University of Colorado Boulder to measure learning outcomes during a course transformation process in which views about experimental physics were reflected in the learning goals. We collected over 600 student responses per semester from the large introductory laboratory course, both before and after implementing the course transformation. While we observed no statistically significant difference in overall post-instruction E-CLASS scores before and after the transformation, in the transformed course, student responses to three E-CLASS items that related to the goals of the transformation were more favorable than in the original course.
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
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
A set of virtual experiments were designed to use with introductory physics I (analytical and general) class, which covers kinematics, Newton laws, energy, momentum, and rotational dynamics. Virtual experiments were based on video analysis and simula
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 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