Conference proceeding
Problematizing in inquiry-based labs: how students respond to unexpected results
2020 PHYSICS EDUCATION RESEARCH CONFERENCE (PERC), pp 539-544
01 Jan 2020
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Problematizing is a physics practice involving the articulation of a gap in understanding into a clear question or problem. Inquiry-based labs may be conducive to problematizing behaviors, as students often collect data that do not agree with simplified models or their intuitive predictions. In this study, we analyzed video of students performing a lab in which they find the acceleration of an object in flight to be different from what the presented models predict. We aimed to identify the various activities that groups engaged in upon recognizing this inconsistency. Common problematizing activities included explicit discussions of physics concepts, proposing a new experiment or calculation, and checking experimental calculations. We found that each group's sequence and duration of activities was quite unique, highlighting a diversity of approaches taken to address this inconsistency.
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Details
- Title
- Problematizing in inquiry-based labs: how students respond to unexpected results
- Creators
- Meagan Sundstrom - Cornell UniversityAnna McLean Phillips - Cornell UniversityN. G. Holmes - Cornell University
- Contributors
- S Wolf (Editor)M Bennett (Editor)B Frank (Editor)
- Publication Details
- 2020 PHYSICS EDUCATION RESEARCH CONFERENCE (PERC), pp 539-544
- Series
- Physics Education Research Conference
- Publisher
- Amer Assoc Physics Teachers
- Number of pages
- 6
- Resource Type
- Conference proceeding
- Language
- English
- Academic Unit
- Physics
- Web of Science ID
- WOS:000680869100088
- Scopus ID
- 2-s2.0-85102664693
- Other Identifier
- 991022032066804721
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InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Web of Science research areas
- Education, Scientific Disciplines
- Physics, Multidisciplinary