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Abstract Title: Elements of a College-Level Inquiry-Based Physics Classroom
Abstract: Components of a college-level introductory physics course at a large Midwestern university were investigated for the purpose of obtaining a better understanding of the elements that contribute to success of the student in an inquiry-based setting.  More explicitly, this course offers students the ability to learn physics concepts through carefully designed laboratory instructions without a lecture component, as opposed to the more traditional setting where lecture is the teaching method of focus.  A structural Equation Model (SEM) was utilized both to aid in the definition of and relate course elements such as quizzes, exams, narrative learning reflections, and diagnostic tests to interconnections that promote achievement in inquiry-based physics.  Initial findings suggest latent components of inter-student communication and physics aptitude play a strong role in the success of the inquiry-based physics student.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Jennifer Esswein
The Ohio State University, School of Educational Policy and Leadership
1212 Highland Street
Columbus, OH 43201
Phone: 614-361-7660
Co-Author(s)
and Co-Presenter(s)
Bruce R. Patton
Professor of Physics

The Ohio State University
Columbus, OH 43210
614-292-8210
patton.1 -at- osu.edu