Related papers: Incorporating learning goals about modeling into a…
The ability to develop, use, and refine models of experimental systems is a nationally recognized learning outcome for undergraduate physics lab courses. However, no assessments of students' model-based reasoning exist for upper-division…
Although developing proficiency with modeling is a nationally endorsed learning outcome for upper-division undergraduate physics lab courses, no corresponding research-based assessments exist. Our longterm goal is to develop assessments of…
We demonstrate how students' use of modeling can be examined and assessed using student notebooks collected from an upper-division electronics lab course. The use of models is a ubiquitous practice in undergraduate physics education, but…
A thoughtful approach to designing and improving labs, particularly at the advanced level, is critical for the effective preparation of physics majors for professional work in industry or graduate school. With that in mind, physics…
We explore the overlap of two nationally-recognized learning outcomes for physics lab courses, namely, the ability to model experimental systems and the ability to troubleshoot a malfunctioning apparatus. Modeling and troubleshooting are…
We review and extend existing frameworks on modeling to develop a new framework that describes model-based reasoning in upper-division physics labs. Constructing and using models are core scientific practices that have gained significant…
This article outlines a comprehensive redesign of an introductory physics laboratory course aimed at promoting active student engagement, enhancing scientific experimental skills and the development of expert-like attitudes. The redesign…
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…
Scientific research involves mathematical modelling in the context of an interactive balance between theory, experiment and computation. However, computational methods and tools are still far from being appropriately integrated in the high…
Calls for reform to instructional labs means many instructors and departments are facing the daunting task of identifying goals for their introductory lab courses. Fortunately, the American Association of Physics Teachers (AAPT) released a…
We have designed an introductory laboratory course that engaged first-year undergraduate students in two complementary types of iteration: (1) iterative improvement of experiments through cycles of modeling systems, designing experiments,…
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…
Building on successful work on studying and transforming our senior-level Advanced Lab course, we have transformed our junior-level Electronics course to engage students in a variety of authentic scientific practices, including…
Troubleshooting systems is integral to experimental physics in both research and instructional laboratory settings. The recently adopted AAPT Lab Guidelines identify troubleshooting as an important learning outcome of the undergraduate…
Models of physical systems are used to explain and predict experimental results and observations. When students encounter discrepancies between the actual and expected behavior of a system, they revise their models to include the newly…
Instructors in introductory physics courses often use labs and demonstrations to reinforce that the physics equations introduced in lectures and textbooks describe what actually happens in the real world. The surface features and…
Laboratory courses for upper-division undergraduates often involve sophisticated equipment, relatively small class sizes, and extended hands-on projects. These courses present distinct challenges and opportunities for the physics education…
Education is a goal-oriented field. But if we want to treat education scientifically so we can accumulate, evaluate, and refine what we learn, then we must develop a theoretical framework that is strongly rooted in objective observations…
We present a study of active learning pedagogies in an upper division physics course. This work was guided by the principle of deliberate practice for the development of expertise, and this principle was used in the design of the materials…
The ability to construct, use, and revise models is a crucial experimental physics skill. Many existing frameworks describe modeling in science education at introductory levels. However, most have limited applicability to the context of…