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Abstract Title: Student responses to newly-implemented teaching methods in the advanced physics laboratory
Abstract: How do students in an advanced physics laboratory course respond when instructors incorporate different teaching methods? Physics education researchers have explored extensively how students respond (in the form of exhibited learning, attitudinal, and performance outcomes) to different instructional practices in introductory classrooms and laboratories. Studies of student responses to instruction in advanced laboratories, however, have primarily concentrated on the teaching of single physics experiments rather than broader pedagogical practices. In this poster, we describe three teaching methods faculty tried out for the first time in one advanced laboratory course, independent of specific physics experiments: oral assessments; multi-format written reports; and course wikis. We present results on student responses to the implementation of these methods. We engaged in qualitative analysis of multiple data sources, including student surveys, observations of laboratory activities, and student and faculty interviews. Investigating student responses to such instructional experimentation has implications for faculty aspiring to try new methods in advanced physics laboratory courses.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Julie Schell
Harvard University
29 Oxford Street, 293
Cambridge, MA 02138
Phone: 9173199741
and Co-Presenter(s)
Jason Dowd, Harvard University
Ives Araujo, Harvard University
Eric Mazur, Harvard University