The Modelling Framework for Experimental Physics: description, development, and applications

Dounas-Frazer, Dimitri R.; Lewandowski, H. J.

doi:10.1088/1361-6404/aae3ce

Cited by 50 publications

(26 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The overarching goals of using AR technology in this manner were to reduce students' extraneous processing and to promote the construction of conceptual knowledge by providing contiguous information (Dounas‐Frazer & Lewandowski, ; Kuhn et al ., ; Lai, Chen, & Lee, ; Strzys, Thees, Kapp, & Kuhn, ; Thees et al ., under review).…”

Section: Introductionmentioning

confidence: 99%

The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results

Altmeyer¹,

Kapp²,

Thees³

et al. 2020

Brit J Educational Tech

113

View full text Add to dashboard Cite

Learning with hands-on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design principle for multimedia instruction: the spatial contiguity principle. The latter is assumed to reduce learners' extraneous cognitive load and foster generative processing, which supports conceptual knowledge acquisition. For the present study, a tablet-based AR application has been developed to support learning from hands-on experiments in physics education. Real-time measurement data were displayed directly above the components of electric circuits, which were constructed by the learners during lab work. In a two group pretest-posttest design, we compared university students' (N = 50) perceived cognitive load and conceptual knowledge gain for both the AR-supported and a matching non-AR learning environment. Whereas participants in both conditions gave comparable ratings for cognitive load, learning gains in conceptual knowledge were only detectable for the AR-supported lab work.This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

show abstract

Section: Introductionmentioning

confidence: 99%

The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results

Altmeyer¹,

Kapp²,

Thees³

et al. 2020

Brit J Educational Tech

113

View full text Add to dashboard Cite

show abstract

“…1) in physics laboratory courses and clinical settings at the University of Colorado Boulder [11,13,[25][26][27][28]. For a detailed summary of the development and applications of the Modeling Framework, see Ref [29].…”

Section: B Research On the Modeling Frameworkmentioning

confidence: 99%

Using think-aloud interviews to characterize model-based reasoning in electronics for a laboratory course assessment

Rios

Pollard

Dounas-Frazer

et al. 2019

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

Models of physical systems are used to explain and predict experimental results and observations. The Modeling Framework for Experimental Physics describes the process by which physicists revise their models to account for the newly acquired observations, or change their apparatus to better represent their models when they encounter discrepancies between actual and expected behavior of a system. While modeling is a nationally recognized learning outcome for undergraduate physics lab courses, no assessments of students' model-based reasoning exist for upper-division labs. As part of a larger effort to create two assessments of students' modeling abilities, we used the Modeling Framework to develop and code think-aloud problem-solving activities centered on investigating an inverting amplifier circuit. This study is the second phase of a multiphase assessment instrument development process. Here, we focus on characterizing the range of modeling pathways students employ while interpreting the output signal of a circuit functioning far outside its recommended operation range. We end by discussing four outcomes of this work: (1) Students engaged in all modeling subtasks, and they spent the most time making measurements, making comparisons, and enacting revisions; (2) Each subtask occurred in close temporal proximity to all over subtasks; (3) Sometimes, students propose causes that do not follow logically from observed discrepancies; (4) Similarly, students often rely on their experiential knowledge and enact revisions that do not follow logically from articulated proposed causes.

show abstract

“…These students reported that they learned how to model but offered no further reflections, and they were able to identify some limitations of their models. There are two possible explanations: the lack of student responses related to modeling may be because that the students did not understand what the instructor wanted them to reflect upon; the lack of depth in reflection on modeling signifies that, as instructors, we can do a much better job supporting students thinking about modeling and developing their modeling skills such as by using the Modeling Framework for Experimental Physics [18,19].…”

Section: Experiences With Modelingmentioning

confidence: 99%

Using reflections to explore student learning during the project component of an advanced laboratory course

Cai¹,

Mainhood²,

Knobel³

2019

2018 Physics Education Research Conference Proceedings

View full text Add to dashboard Cite

We redesigned an advanced physics laboratory course to include a project component. The intention was to address learning outcomes such as modeling, design of experiments, teamwork, and developing technical skills in using apparatus and analyzing data. The course included experimental labs in preparation for a sixweek team project in which students designed and implemented a research experiment. The final assignment given to students was a reflective essay, which asked students to discuss their learning and satisfaction in doing the project. Qualitative analysis of the students' reflections showed that the majority of the students reported satisfaction and achievement, functional team dynamics, learning outcomes unique to this experience, practicing modeling skills, and potential future improvements. We suggest that reflections are useful as support for student learning as well as in guiding curricular improvements. Our findings may be useful for other course redesign initiatives incorporating project-based learning and student reflections.

show abstract

The Modelling Framework for Experimental Physics: description, development, and applications

Cited by 50 publications

References 50 publications

The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results

The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results

Using think-aloud interviews to characterize model-based reasoning in electronics for a laboratory course assessment

Using reflections to explore student learning during the project component of an advanced laboratory course

Contact Info

Product

Resources

About