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Introductory Physics Labs: A Tale of Two Transformations

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Title: Introductory Physics Labs: A Tale of Two Transformations
Language: English
Authors: Wolf, Steven Frederick (ORCID 0000-0003-1434-2944), Sprague, Mark W. (ORCID 0000-0002-6181-6180)
Source: Physics Teacher. May 2022 60(5):372-375.
Availability: American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte
Peer Reviewed: Y
Page Count: 4
Publication Date: 2022
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1725655
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Introductory Courses, Physics, Educational Change, Science Education, Learner Engagement, Electronic Learning, Distance Education, Curriculum Development
DOI: 10.1119/5.0032370
ISSN: 0031-921X
1943-4928
Abstract: A significant challenge physics faculty face teaching introductory labs is engaging students in authentic science practices. Another has been highlighted given the current global pandemic--how to engage students in our laboratory courses while maintaining appropriate social distancing and hygiene standards. We have chosen to answer these challenges by transforming our labs…twice. We discuss the rationale behind the first transformation to a practice-focused curriculum. In March 2020 we needed to transform our labs again, this time to accommodate online learning. This paper discusses two chief questions: "What are we doing to engage students in science practices?" and "How did we make all of this work online?"
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1345173
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Wolf%2C+Steven+Frederick%22">Wolf, Steven Frederick</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1434-2944">0000-0003-1434-2944</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sprague%2C+Mark+W%2E%22">Sprague, Mark W.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6181-6180">0000-0002-6181-6180</externalLink>)
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  Data: American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte
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  Data: <searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink>
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  Data: A significant challenge physics faculty face teaching introductory labs is engaging students in authentic science practices. Another has been highlighted given the current global pandemic--how to engage students in our laboratory courses while maintaining appropriate social distancing and hygiene standards. We have chosen to answer these challenges by transforming our labs…twice. We discuss the rationale behind the first transformation to a practice-focused curriculum. In March 2020 we needed to transform our labs again, this time to accommodate online learning. This paper discusses two chief questions: "What are we doing to engage students in science practices?" and "How did we make all of this work online?"
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      – SubjectFull: Educational Change
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