Most physics professors would agree that the lab experiences students have in introductory physics are central to the learning of the concepts in the course. It is also true that these physics labs require time and money for upkeep, not to mention the hours spent setting up and taking down labs. Virtual physics lab experiences can provide an alternative or supplement to these traditional hands-on labs. However, physics professors may be very hesitant to give up the hands-on labs, which have been such a central part of their courses, for a more cost and timesaving virtual alternative. Thus, it is important to investigate how the learning from these virtual experiences compares to that acquired through a hands-on experience. This study evaluated a comprehensive set of virtual labs for introductory level college physics courses and compared them to a hands-on physics lab experience. Each of the virtual labs contains everything a student needs to conduct a physics laboratory experiment, including: objectives, background theory, 3D simulation, brief video, data collection tools, pre-and postlab questions, and postlab quiz. This research was conducted with 224 students from two large universities and investigated the learning that occurred with students using the virtual labs either in a lab setting or as a supplement to hands-on labs versus a control group of students using the traditional hands-on labs only. Findings from both university settings showed the virtual labs to be as effective as the traditional hands-on physics labs.
The First2 Network is a collection of people from K–12, higher education, government, and industry who are coming together to ensure that students of West Virginia, a rural Appalachian state, will be prepared to choose science, technology, engineering, and mathematics (STEM) majors and persist in them. This project—funded by the National Science Foundation—combines many features, including semi-annual conferences, structured working groups, summer immersive experiences for students, a student ambassador program, and network improvement communities. The growth of the First2 Network is vital to make sure that these activities and programs are disseminated and sustained statewide. This article uses social network analysis to examine participation of people around the state during the first three years of the project. Findings indicate that the network is growing in number of people and in strength of connections. Network leadership members are playing key roles in the network, and student participants who persist in their STEM majors have stronger ties to the network. Social network indicators suggest that the network has manifested positive changes in the first three years of the project, which will lead to increased communication and collaboration among state agencies related to STEM persistence within the state.
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