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Abstract Title: Students' Affective and Conceptual Shifts in the Transformation of an Electric Potential Lab
Abstract: We report on the transformation of a single introductory undergraduate algebra-based laboratory on electric potentials from a lab of verification to a lab of discovery and inquiry.  Our basis for the transformation process was initially drawn from a Modeling Instruction activity, which is grounded in inquiry and research based practices.  We assess the impact of the transformation by providing students (N> 300) a short survey after they completed the transformed lab and an exam question related to the topic of the transformed lab.  From the survey, we found positive shifts in students' affect regarding the topic of electric potentials.  However, preliminary results on the exam question did not show improvement when compared to the previous term.  In this paper, we discuss our results with respect to why we believe we observed positive affective, but not conceptual, shifts in the students and present some ideas for future iterations of this process.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: May Lee
University of Colorado - Boulder
Co-Author(s)
and Co-Presenter(s)
Steven J. Pollock, University of Colorado - Boulder