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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
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
FullText Text:
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  Data: The Effects of a DLSCL Approach on Students Conceptual Understanding in an Undergraduate Introductory Physics Lab
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  Data: <searchLink fieldCode="SO" term="%22EURASIA+Journal+of+Mathematics%2C+Science+and+Technology+Education%22"><i>EURASIA Journal of Mathematics, Science and Technology Education</i></searchLink>. 2020 16(2).
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  Data: Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
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  Data: 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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  Data: EJ1265031
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Undergraduate Students
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      – SubjectFull: Introductory Courses
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      – SubjectFull: Physics
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      – TitleFull: The Effects of a DLSCL Approach on Students Conceptual Understanding in an Undergraduate Introductory Physics Lab
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