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RESEARCH PAPER
The Effects of a DLSCL Approach on Students Conceptual Understanding in an Undergraduate Introductory Physics Lab
1
Assistant Professor, Department of Physics, Karakorum International University Gilgit. PAKISTAN
2
Department of Mathematics Education, Florida Institute of Technology, Melbourne, Florida, USA
3
Professor and Program Chair, Department of Mathematics Education, Florida Institute of Technology, Melbourne, Florida, USA
4
Office of Development, Florida Institute of Technology, Melbourne, Florida, USA
Online publication date: 2019-10-21
Publication date: 2019-10-21
EURASIA J. Math., Sci Tech. Ed 2020;16(2):em1813
KEYWORDS
conceptual understandingdiscovery learningforce concept inventorymechanics base line testphysics labscientific community labs
TOPICS
University/College EducationCognitive, Affective, and Social Aspects of Teaching and LearningCurriculum DevelopmentEvaluation and AssessmentCooperative/Collaborative Learning and EnvironmentsProblem or Project Based LearningDidactic/Pedagogical IssuesTeaching/Learning StrategiesMethodologies for Educational ResearchHistory, Philosophy, and Sociology of Mathematics, Science, or Technology
in Relation to Educational Issues and SettingsInstructional DesignEducational TechnologyMathematics EducationScience Education
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-DL-SCL). 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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