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Abstract Title: Comparison of Traditional and Lecture-Lab Integration Instruction in Laboratory Assessments
Abstract: Research based laboratories were introduced in the 2nd semester algebra and calculus based introductory physics courses at Texas Tech University in the fall of 2010.  Students were given pre and post tests to measure the effectiveness of the labs.  Data from Spring 2011 are presented for the lab dealing with Faraday's Law of Induction, showing gain based on whether the lecture instructor taught in a traditional manner or employed lab-lecture integration coupled with interactive engagement.

This project is supported by the NIH grant 5RC1GM090897-02.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Keith West
Texas Tech University
Phsyics Department, MS 41051
Lubbock, TX 79409
Co-Author(s)
and Co-Presenter(s)
Beth Thacker