‘A’ Level Physics by the Use of an Independent Learning Approach: the role of the lab‐work

Gonzalez, Greta; Gilbert, John K.

doi:10.1080/0141192800060107

Cited by 5 publications

(3 citation statements)

References 9 publications

(14 reference statements)

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“…In the 'European Curriculum Studies' about physics in 1971, it was found that the United Kingdom is the only country in which laboratory work may take up as much as 50% of the total time given to physics at school level (Halls 1972, cited in Gonzalez andGilbert 1980). During the international conference held at Oxford University on 'the role of the laboratory in physics education', experimental work was accepted by the participants as an essential element in physics teaching (Gonzalez and Gilbert 1980). Of course, laboratories are expensive in terms of resources and the time spent by students and staff.…”

Section: Introductionmentioning

confidence: 99%

The perceptions, views and opinions of university students about physics learning during undergraduate laboratory work

et al. 2008

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The physics laboratory has long been a distinctive feature of physics education. It has been given a central role in the teaching and learning of physics at school and undergraduate levels in universities. The literature indicates that science educators have suggested that there are academically rich benefits in the learning and understanding of physics based on laboratory work. However, some educators have begun to raise serious and valid questions about the effectiveness of the learning through laboratory work in science subjects and the heavy cost for the establishment and maintenance of laboratories. This research paper provides perspectives on these issues through a brief review of the history, goals and objectives related to the physics undergraduate laboratory. An empirical research study was conducted to determine the university students' perceptions, views and opinions with regard to physics learning during undergraduate laboratory work. This involved 143 students from first and higher years and the evidence was gathered by survey and focus group interviews, the former using a variety of types of questions. The evidence from the students is positive and suggests that undergraduate physics laboratory work may well be contributing towards the achievement of specific desirable goals.

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Section: Introductionmentioning

confidence: 99%

The perceptions, views and opinions of university students about physics learning during undergraduate laboratory work

et al. 2008

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“…Using an AR output to help students conceptualize construction sequencing processes from 2D plans may support this process. These activities utilized minimal instructor involvement after initial instruction, a situation often used by design to promote independent learning [50,51]. When working independently, students encounter both successes and errors and ideally learn from both.…”

Section: Discussionmentioning

confidence: 99%

Student Approaches and Performance in Element Sequencing Tasks Using 2D and Augmented Reality Formats

et al. 2022

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In civil and construction engineering education research, a focus has been on using 3D models to support students’ design comprehension. Despite this trend, the predominant mode of design communication in the industry relies on 2D plans and specifications, which typically supersede other modes of communication. Rather than focusing on the presentation of less common 3D content as an input to support students’ understanding of a design, this paper explores more common 2D inputs, but compares different visualization formats of student output in two educational interventions. In the first intervention, students document a construction sequence for wood-framed elements in a 2D worksheet format. In the second, students work with the same wood-framed design, but document their sequence through an augmented reality (AR) format where their physical interactions move full-scale virtual elements as if they were physically constructing the wood frame. Student approaches and performance were analyzed using qualitative attribute coding of video, audio, and written documentation of the student experience. Overall, results showed that the 2D worksheet format was simple to implement and was not mentally demanding to complete, but often corresponded with a lack of critical checks and a lack of mistake recognition from the students. The AR approach challenged students more in terms of cognitive load and completion rates but showed the potential for facilitating mistake recognition and self-remediation through visualization. These results suggest that when students are tasked with conceptualizing construction sequences from 2D documentation, the cognitive challenges associated with documenting a sequence in AR may support their recognition of their own mistakes in ways that may not be effectively supported through 2D documentation as an output for documenting and planning a construction sequence. The results presented in this paper provide insights on student tendencies, behaviors, and perceptions related to defining construction sequences from 2D documentation in order for educators to make informed decisions regarding the use of similar learning activities to prepare their students for understanding the 2D design documents used in industry.

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“…Hence, it provides no prescription for the ideal science teacher -the most appropriate teaching style depends on the particular goal that is sought. (See also Zingaro and Collette, 1968;Gonzalez and Gilbert, 1980;Dibbs, 1982).…”

Section: Problems For Researchersmentioning

confidence: 92%

Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science

Hodson

1993

Studies in Science Education

322

172

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The predominant ideology among science educators is that hands-on experience is at the heart of science learning. As important as laboratory experience is thought to be, there has been little systematic analysis of just what can be achieved in the science lab. (Nersessian, 1989) A BRIEF HISTORICAL PERSPECTIVE Gee and Clackson (1992) trace some of the early history of practical work in universities and public education (including the development of guidebooks for conducting experiments in the home) and describe how early attempts to establish practical work in school science were frustrated by lack of facilities. They describe how this problem was overcome through various grants and government training initiatives. What is of more immediate interest in this article is the rationale employed in the promotion of practical work and the ways in which this has changed over time. Layton (1990) advances the view that practical work achieved prominence in the mid-nineteenth century because it afforded early pioneers of chemical education a justification of their subject in terms identical to those used for established subjects such as classics and mathematics -namely, that it teaches students how to learn. Subsequently, the argument was extended to biology and physics. However, Lock (1988) maintains that, in practice, practical work during this period 'filled a largely supportive role, that of confirming the theory that had already been taught', and that teacher demonstrations were much more widespread than individual experimentation by students. Downloaded by [University of Calgary] at 21:21 05 February 2015 86Derek HodsonIn the later years of the century, with the work of Meiklejohn and Armstrong, the rationale for practical work shifted from a concern with the promotion of generalized learning skills transferable to other areas of knowledge, to a justification in terms of training in scientific method (Brock, 1973; Layton, 1973;van Praagh, 1973; Jenkins, 1979;Waring, 1985). The thrust of Armstrong's approach, published in 1898 as The Heuristic Method of Teaching or The Art of Making Children Discover Things for Themselves, was doing science in order to understand science: 'once the methods of experimental investigation had been acquired in the workshop, these would be used continually in subsequent science lessons to 'find out' the information which others were forced to acquire by rote and demonstration' (Layton, 1990).Whether principally through changes in thinking in the psychology of learning (Brock, 1973) or in the philosophy of science (Jenkins, 1979), or because of a significant shift in the overarching goals of science education (Uzzell, 1978; Layton, 1973, 1990), Armstrong's heurism fell into disrepute and, with the impetus provided by the Thomson Report's (1918) declaration that too much time was wasted on repetitive individual practical work, attention switched back to teacher demonstration. The 1927 edition of the Board of Education's Handbook of Suggestions stressed the value of the demonstration experim...

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‘A’ Level Physics by the Use of an Independent Learning Approach: the role of the lab‐work

Cited by 5 publications

References 9 publications

The perceptions, views and opinions of university students about physics learning during undergraduate laboratory work

The perceptions, views and opinions of university students about physics learning during undergraduate laboratory work

Student Approaches and Performance in Element Sequencing Tasks Using 2D and Augmented Reality Formats

Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science

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