PERC 2010 Abstract Detail Page
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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 |
