Journal Article Detail Page

American Journal of Physics
written by Jill A. Marshall and James Dorward
The study reported here was designed to substantiate the findings of previous research on the use of inquiry-based laboratory activities in introductory college physics courses. The authors sought to determine whether limited use of inquiry activities as a supplement to a traditional lecture and demonstration curriculum would improve student achievement in introductory classes for preservice teachers and general education students. Achievement was measured by responses to problems designed to test conceptual understanding as well as overall course grades. We analyzed the effect on selected student outcome measures in a preliminary study in which some students engaged in inquiry activities and others did not, and interviewed students about their perceptions of the inquiry activities. In the preliminary study, preservice elementary teachers and female students showed significantly higher achievement after engaging such activities, but only on exam questions relating directly to the material covered in the exercises. In a second study we used a common exam problem to compare the performance of students who had engaged in a revised version of the inquiry activities with the performance of students in algebra and calculus-based classes. The students who had engaged in inquiry investigations significantly outperformed the other students.
American Journal of Physics: Volume 68, Issue S1, Pages S27-S36
Subjects ADS Supplements Resource Types
Education - Applied Research
- Active Learning
= Inquiry Learning
Education - Basic Research
- Achievement
General Physics
- Physics Education Research
- Reference Material
= Research study
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© 2000 American Journal of Physics
Additional information is available.
Accession Number:
6657553
DOI:
10.1119/1.19516
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Link to Material
Keywords:
education, inquiry-based activities, physics, teaching
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
September 27, 2007 by Rebecca Barbato
Last Update
when Cataloged:
July 1, 2000
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Record Link
AIP Format
J. Marshall and J. Dorward, Am. J. Phys. 68 (S1), S27 (2000), WWW Document, (http://dx.doi.org/10.1119/1.19516).
AJP/PRST-PER
J. Marshall and J. Dorward, Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students, Am. J. Phys. 68 (S1), S27 (2000), <http://dx.doi.org/10.1119/1.19516>.
APA Format
Marshall, J., & Dorward, J. (2000, July 1). Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students. Am. J. Phys., 68(S1), S27-S36. Retrieved November 27, 2014, from http://dx.doi.org/10.1119/1.19516
Chicago Format
Marshall, Jill, and James Dorward. "Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students." Am. J. Phys. 68, no. S1, (July 1, 2000): S27-S36, http://dx.doi.org/10.1119/1.19516 (accessed 27 November 2014).
MLA Format
Marshall, Jill, and James Dorward. "Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students." Am. J. Phys. 68.S1 (2000): S27-S36. 27 Nov. 2014 <http://dx.doi.org/10.1119/1.19516>.
BibTeX Export Format
@article{ Author = "Jill Marshall and James Dorward", Title = {Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students}, Journal = {Am. J. Phys.}, Volume = {68}, Number = {S1}, Pages = {S27-S36}, Month = {July}, Year = {2000} }
Refer Export Format

%A Jill Marshall
%A James Dorward
%T Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students
%J Am. J. Phys.
%V 68
%N S1
%D July 1, 2000
%P S27-S36
%U http://dx.doi.org/10.1119/1.19516
%O text/html

EndNote Export Format

%0 Journal Article
%A Marshall, Jill
%A Dorward, James
%D July 1, 2000
%T Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students
%J Am. J. Phys.
%V 68
%N S1
%P S27-S36
%8 July 1, 2000
%M 6657553
%U http://dx.doi.org/10.1119/1.19516


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