Physical Phenomena in Real Time

Brookes, David T.; Etkina, Eugenia

doi:10.1126/science.1186992

Cited by 12 publications

(9 citation statements)

References 1 publication

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“…Remote laboratories, such as in Nickerson et al [17], generate authentic data for students to analyze, interpret, and draw conclusions from. In addition to simulations and remote laboratories, video clips were chosen by Brookes and Etkina [33]. Users can download and analyze the videos through QuickTime.…”

Section: B Technology Support For the Openness Of Laboratory Activitiesmentioning

confidence: 99%

“…Empirical studies have shown that this feature improves students' graph interpretation and modeling [34,35]. Specifically, Etkina and colleagues foster students' ability of explanation by asking them to make predictions based on experiments they observe online [33]. Students can repeat various experiments online in a short period of time to accumulate enough data.…”

Section: B Technology Support For the Openness Of Laboratory Activitiesmentioning

confidence: 99%

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Development and implications of technology in reform-based physics laboratories

Chen

Lin

et al. 2012

Phys. Rev. ST Phys. Educ. Res.

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Technology has been widely involved in science research. Researchers are now applying it to science education in an attempt to bring students' science activities closer to authentic science activities. The present study synthesizes the research to discuss the development of technology-enhanced laboratories and how technology may contribute to fulfilling the instructional objectives of laboratories in physics. To be more specific, this paper discusses the engagement of technology to innovate physics laboratories and the potential of technology to promote inquiry, instructor and peer interaction, and learning outcomes. We then construct a framework for teachers, scientists, and programmers to guide and evaluate technology-integrated laboratories. The framework includes inquiry learning and openness supported by technology, ways of conducting laboratories, and the diverse learning objectives on which a technology-integrated laboratory may be focused.

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Section: B Technology Support For the Openness Of Laboratory Activitiesmentioning

confidence: 99%

Section: B Technology Support For the Openness Of Laboratory Activitiesmentioning

confidence: 99%

Development and implications of technology in reform-based physics laboratories

Chen

Lin

et al. 2012

Phys. Rev. ST Phys. Educ. Res.

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“…Third, it may be that the Investigative Science Learning Environment (ISLE) provides a perspective on pedagogy that addresses the observed gap between the performance of blue and green students [44]. We will be explicitly modifying the activities we use for collaborative learning to incorporate the rubrics developed by ISLE.…”

Section: Discussionmentioning

confidence: 99%

Personality types and student performance in an introductory physics course

Harlow

Harrison

Justason

et al. 2017

Phys. Rev. Phys. Educ. Res.

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We measured the personality type of the students in a large introductory physics course of mostly life science students using the True Colors instrument. We found large correlations of personality type with performance on the precourse Force Concept Inventory (FCI), both term tests, the postcourse FCI, and the final examination. We also saw correlations with the normalized gain on the FCI. The personality profile of the students in this course is very different from the profile of the physics faculty and graduate students, and also very different from the profile of students taking the introductory physics course intended for physics majors and specialists.

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“…The process is iterative and cyclical, "at any step, one can go back and revisit the previous step or examine the assumptions [26]." "The goal is to engage students in actions and decisions similar to those of real physicists by working with simple experiments [27]." The ISLE method has been shown to help students design experiments, analyze data, and communicate like scientists [12,28,29].…”

Section: A Review Of the Literature On Student-analyzed Videomentioning

confidence: 99%

Developing model-making and model-breaking skills using direct measurement video-based activities

Vonk

Bohacek²,

Militello

et al. 2017

Phys. Rev. Phys. Educ. Res.

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This study focuses on student development of two important laboratory skills in the context of introductory college-level physics. The first skill, which we call model making, is the ability to analyze a phenomenon in a way that produces a quantitative multimodal model. The second skill, which we call model breaking, is the ability to critically evaluate if the behavior of a system is consistent with a given model. This study involved 116 introductory physics students in four different sections, each taught by a different instructor. All of the students within a given class section participated in the same instruction (including labs) with the exception of five activities performed throughout the semester. For those five activities, each class section was split into two groups; one group was scaffolded to focus on model-making skills and the other was scaffolded to focus on model-breaking skills. Both conditions involved direct measurement videos. In some cases, students could vary important experimental parameters within the video like mass, frequency, and tension. Data collected at the end of the semester indicate that students in the model-making treatment group significantly outperformed the other group on the model-making skill despite the fact that both groups shared a common physical lab experience. Likewise, the model-breaking treatment group significantly outperformed the other group on the model-breaking skill. This is important because it shows that direct measurement video-based instruction can help students acquire science-process skills, which are critical for scientists, and which are a key part of current science education approaches such as the Next Generation Science Standards and the Advanced Placement Physics 1 course.

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Physical Phenomena in Real Time

Abstract: The use of videos allows teachers to tame the vagaries of experimentation while engaging students in the process of physics.

Cited by 12 publications

References 1 publication

Development and implications of technology in reform-based physics laboratories

Development and implications of technology in reform-based physics laboratories

Personality types and student performance in an introductory physics course

Developing model-making and model-breaking skills using direct measurement video-based activities

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