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Abstract Title: Describing Student Approaches to Laboratory Activities: Epistemology in a Reformed Lab Setting
Abstract: Traditional introductory physics laboratories serve as validation of material presented in lectures; however, reformed laboratory activities stress the active construction of understanding through a student's lab experience.  Our reformed labs, informed by Modeling Instruction, are adapted to our lecture course, which covers algebra-based content motivated by biological applications. Our question probes student buy-in: How are students approaching knowledge construction in reformed lab activities?  We videotape groups of students as they work through our reformed lab activities.  We then interview members of the video taped lab groups individually, seeking deeper insight into selected clips from their in-lab videos. The videos are transcribed and then coded, using a semi-open coding.  This coding is guided by the framework of epistemic resources.  Codes are validated through comparison within individual's interviews and across interviewees with respect to written materials.  We will present key aspects of our methodology and initial descriptions of individual student epistemologies.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Christopher W. Shubert
University of New Hampshire
Physics Dept. DeMeritt Hall Rm. 320
9 Library Way
Durham, NH 03824
Phone: 603.479.8668
Co-Author(s)
and Co-Presenter(s)
Dawn C. Meredith
University of New Hampshire
Physics Dept. DeMeritt Hall Rm. 337
9 Library Way
Durham, NH 03824
dawn.meredith -at- unh.edu