Student sensemaking about inconsistencies in a reform-based introductory physics lab

May, Jason M.; Barth-Cohen, Lauren; Gerton, Jordan M.; Grandi, Claudia De; Adams, Adrian L.

doi:10.1103/physrevphyseducres.18.020134

Cited by 5 publications

(2 citation statements)

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“…Our second case of how and why PER scholars made key decisions about video data collection comes from a qualitative analysis of four undergraduate students enacting group sensemaking in an Introductory Physics for Life Science (IPLS) major's lab course [20]. The IPLS lab course in question had been redesigned to emphasize a Three-Dimensional learning (3DL) approach [21] and included structures so that student groups had the experimental agency to develop and carry out experiments that explore the physical properties of biological phenomenon.…”

Section: Case 2: Gathering Video Data Of Small Group Work In An Intro...mentioning

confidence: 99%

Acquisition of qualitative video data: methods and reflections in PER

Barth-Cohen,

Young,

May

et al. 2023

2023 Physics Education Research Conference Proceedings

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Video Data is commonly collected in PER to allow for insights into how learning and teaching unfold over time. One might think the collection of video data is straightforward, but there are key decisions about gathering video that can profoundly impact the entire project. Here we take a microscope at the common practices of gathering video data in PER. Through two existing cases in the qualitative PER literature, we describe how and why PER scholars made those key decisions. We open the black box of research planning and decision-making when video data is being collected. By increasing transparency, we aim for the community to better understand the decisions made behind the scenes in the research process, which may strengthen other PER scholars' future research endeavors.

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Section: Case 2: Gathering Video Data Of Small Group Work In An Intro...mentioning

confidence: 99%

Acquisition of qualitative video data: methods and reflections in PER

Barth-Cohen,

Young,

May

et al. 2023

2023 Physics Education Research Conference Proceedings

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“…Meanwhile, according to May et al (2022), laboratory activities should be good in addition to developing experimental skills, student reasoning must also be developed. The existence of physics learning activities in the laboratory is expected that students can be directly involved in the learning process, so that students have long-term memory in remembering experiments conducted in the laboratory and can improve problem-solving skills (Krell et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Developing Higher Order Thinking Laboratory (Hot-Lab) to Promote General Scientific Reasoning of Student-Teachers in Physics Practices

Alatas

Suryadi

Saputra

2023

JPF

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This study aims to develop physics practicum guidelines that can improve students' scientific reasoning. The development of practicum guidelines in this study was based on the principles of the Higher Order Thinking Laboratory (HOT-Lab). Using the ADDIE design, which consists of five stages: analyze, design, develop, implement, and evaluate, general physics practicum guidelines are developed in three parts, namely pre-practicum, lab, and post-practicum. The participants involved consisted of two groups: five experts and 88 students taking general physics courses. The pre-practicum stage is the part that distinguishes this practicum guideline from conventional practicum guidelines, where students are presented with "real-world problems" and opportunities to make hypotheses. The results showed that the practicum guideline products developed were deemed feasible and effective for developing students' scientific reasoning. This study shows that students' scientific reasoning for using practicum guidelines based on HOT-Lab principles is significantly higher than those who use conventional practicum guidelines. In conclusion, the guideline developed was valid, feasible, and effective in improving students’ scientific reasoning. This study recommends considering the features of the HOT-Lab practicum activities to be used for similar practicum activities in other places or relevant courses.

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