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written by Patricia Allen and John Cockman
The main goal of the Redesigned Introductory Physics Lab (RIPL) project at Appalachian State is to improve student performance and attitudes in the algebra-based sequence. Modifications of the student lab experience were examined in terms of their impact on performance in the lecture portion, independent of the lecture instructor's pedagogical approach. Preliminary results for one lecture section, based on Modeling Instruction, indicate a large positive difference in all course measures for students in the redesigned lab compared to those in the more traditional lab offered by the department. On the other hand, FCI and other diagnostic scores show little difference between the two groups. While these measures indicate a discrepancy in the redesigned lab impact, an item-by-item analysis of the diagnostics reveals a rich story, one that can be used to improve both lecture and lab activities. In this paper, we examine some of the factors that strongly affect student performance, as well as the implications for the redesign process.
Physics Education Research Conference 2009
Part of the PER Conference series
Ann Arbor, Michigan: July 29-30, 2009
Volume 1179, Pages 73-76
Subjects ADS Supplements Resource Types
Education - Applied Research
- Active Learning
= Modeling
- Curriculum Development
= Laboratory
Education - Basic Research
- Assessment
= Conceptual Assessment
= Instruments
- Reference Material
= Research study
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Formats:
application/pdf
non-digital
Mirror:
http://dx.doi.org/10.1063/1.3266757
Access Rights:
Free access and
Available for purchase
A preprint of the work is available. A hard copy of the PERC 2009 proceedings is also available.
Restriction:
© 2009 American Institute of Physics
DOI:
10.1063/1.3266757
Keywords:
FCI, Modeling Instruction, PERC 2009, Physics education, Redesigned Introductory Physics Lab, introductory laboratory, laboratory development, student attitudes, student performance, undergraduate education
Record Cloner:
Metadata instance created October 2, 2009 by Alea Smith
Record Updated:
May 29, 2012 by Lyle Barbato
Last Update
when Cataloged:
November 11, 2009
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Record Link
AIP Format
P. Allen and J. Cockman, presented at the Physics Education Research Conference 2009, Ann Arbor, Michigan, 2009, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9448&DocID=1321).
AJP/PRST-PER
P. Allen and J. Cockman, The "RIPL" Effect on Learning Gains in Lecture, presented at the Physics Education Research Conference 2009, Ann Arbor, Michigan, 2009, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9448&DocID=1321>.
APA Format
Allen, P., & Cockman, J. (2009, July 29-30). The "RIPL" Effect on Learning Gains in Lecture. Paper presented at Physics Education Research Conference 2009, Ann Arbor, Michigan. Retrieved September 21, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9448&DocID=1321
Chicago Format
Allen, Patricia, and John Cockman. "The "RIPL" Effect on Learning Gains in Lecture." Paper presented at the Physics Education Research Conference 2009, Ann Arbor, Michigan, July 29-30, 2009. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9448&DocID=1321 (accessed 21 September 2014).
MLA Format
Allen, Patricia, and John Cockman. "The "RIPL" Effect on Learning Gains in Lecture." Physics Education Research Conference 2009. Ann Arbor, Michigan: 2009. 73-76 Vol. 1179 of PER Conference. 21 Sep. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9448&DocID=1321>.
BibTeX Export Format
@inproceedings{ Author = "Patricia Allen and John Cockman", Title = {The "RIPL" Effect on Learning Gains in Lecture}, BookTitle = {Physics Education Research Conference 2009}, Pages = {73-76}, Address = {Ann Arbor, Michigan}, Series = {PER Conference}, Volume = {1179}, Month = {July 29-30}, Year = {2009} }
Refer Export Format

%A Patricia Allen
%A John Cockman
%T The "RIPL" Effect on Learning Gains in Lecture
%S PER Conference
%V 1179
%D July 29-30 2009
%P 73-76
%C Ann Arbor, Michigan
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9448&DocID=1321
%O Physics Education Research Conference 2009
%O July 29-30
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Allen, Patricia
%A Cockman, John
%D July 29-30 2009
%T The "RIPL" Effect on Learning Gains in Lecture
%B Physics Education Research Conference 2009
%C Ann Arbor, Michigan
%V 1179
%P 73-76
%S PER Conference
%8 July 29-30
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9448&DocID=1321


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