The Effects of a DLSCL Approach on Students Conceptual Understanding in an Undergraduate Introductory Physics Lab
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| Title: | The Effects of a DLSCL Approach on Students Conceptual Understanding in an Undergraduate Introductory Physics Lab |
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| Language: | English |
| Authors: | Riaz, Muhammad, Marcinkowski, Thomas J., Faisal, Ali |
| Source: | EURASIA Journal of Mathematics, Science and Technology Education. 2020 16(2). |
| Availability: | Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2020 |
| Sponsoring Agency: | USAID |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Introductory Courses, Physics, Science Laboratories, Discovery Learning, Concept Formation, Scientific Concepts, Instructional Effectiveness, Active Learning, Inquiry, Science Tests, Cooperative Learning, Private Colleges |
| Geographic Terms: | Florida |
| Assessment and Survey Identifiers: | Force Concept Inventory |
| ISSN: | 1305-8223 |
| Abstract: | This study investigated the effects of Discovery Learning Scientific Community Laboratories (DL-SCL) and traditional non-DLSCL laboratories on students' conceptual understanding in a Physics-1 lab. At many universities, physics programs use a traditional lab style, despite research on the benefits for reform-oriented physics labs. This DL-SCL approach included features of "inquiry-based learning" (e.g., students generated hypotheses and designed experiments) and "scientific community labs" (e.g., students discussed designs and findings). This study used a quasi-experimental design with quantitative-method data collection and analysis procedures. Twelve sections of a Physics I lab were assigned to two groups: Treatment (DL-SCL) and Control (non-DLSCL). In Treatment and Control sections, conceptual understanding was measured pre/post using the Mechanics Baseline Test (MBT) and the Force Concept Inventory (FCI). Study findings indicated that DL-SCL approach in teaching Physics Lab-1 significantly improved students' conceptual understanding. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1265031 |
| Database: | ERIC |
| Abstract: | This study investigated the effects of Discovery Learning Scientific Community Laboratories (DL-SCL) and traditional non-DLSCL laboratories on students' conceptual understanding in a Physics-1 lab. At many universities, physics programs use a traditional lab style, despite research on the benefits for reform-oriented physics labs. This DL-SCL approach included features of "inquiry-based learning" (e.g., students generated hypotheses and designed experiments) and "scientific community labs" (e.g., students discussed designs and findings). This study used a quasi-experimental design with quantitative-method data collection and analysis procedures. Twelve sections of a Physics I lab were assigned to two groups: Treatment (DL-SCL) and Control (non-DLSCL). In Treatment and Control sections, conceptual understanding was measured pre/post using the Mechanics Baseline Test (MBT) and the Force Concept Inventory (FCI). Study findings indicated that DL-SCL approach in teaching Physics Lab-1 significantly improved students' conceptual understanding. |
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| ISSN: | 1305-8223 |
