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Physical Review Physics Education Research
written by Laura Rios, Benjamin Pollard, Dimitri R. Dounas-Frazer, and Heather J. Lewandowski
Models of physical systems are used to explain and predict experimental results and observations. The Modeling Framework for Experimental Physics describes the process by which physicists revise their models to account for the newly acquired observations, or change their apparatus to better represent their models when they encounter discrepancies between actual and expected behavior of a system. While modeling is a nationally recognized learning outcome for undergraduate physics lab courses, no assessments of students' model-based reasoning exist for upper-division labs. As part of a larger effort to create two assessments of students' modeling abilities, we used the Modeling Framework to develop and code think-aloud problem-solving activities centered on investigating an inverting amplifier circuit. This study is the second phase of a multiphase assessment instrument development process. Here, we focus on characterizing the range of modeling pathways students employ while interpreting the output signal of a circuit functioning far outside its recommended operation range. We end by discussing four outcomes of this work: (i) Students engaged in all modeling subtasks, and they spent the most time making measurements, making comparisons, and enacting revisions; (ii) each subtask occurred in close temporal proximity to all other subtasks; (iii) sometimes, students propose causes that do not follow from observed discrepancies; (iv) similarly, students often rely on their experiential knowledge and enact revisions that do not follow from articulated proposed causes.
Physical Review Physics Education Research: Volume 15, Issue 1, Pages 010140
Subjects Levels Resource Types
Education Foundations
- Cognition
= Cognition Development
- Problem Solving
= Metacognition
= Processes
- Research Design & Methodology
= Data
Education Practices
- Active Learning
= Modeling
Electricity & Magnetism
- DC Circuits
= Circuit Analysis
General Physics
- Physics Education Research
- Upper Undergraduate
- Reference Material
= Research study
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.15.010140
NSF Numbers:
DUE-1611868
DUE-1726045
and
PHY-1734006
Keywords:
electronics modeling, iteration in modeling, iterative process, modeling processes, surveys on modeling
Record Creator:
Metadata instance created August 23, 2019 by Sam McKagan
Record Updated:
February 22, 2023 by Caroline Hall
Last Update
when Cataloged:
June 12, 2019
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AIP Format
L. Rios, B. Pollard, D. Dounas-Frazer, and H. Lewandowski, , Phys. Rev. Phys. Educ. Res. 15 (1), 010140 (2019), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.15.010140).
AJP/PRST-PER
L. Rios, B. Pollard, D. Dounas-Frazer, and H. Lewandowski, Using think-aloud interviews to characterize model-based reasoning in electronics for a laboratory course assessment, Phys. Rev. Phys. Educ. Res. 15 (1), 010140 (2019), <https://doi.org/10.1103/PhysRevPhysEducRes.15.010140>.
APA Format
Rios, L., Pollard, B., Dounas-Frazer, D., & Lewandowski, H. (2019, June 12). Using think-aloud interviews to characterize model-based reasoning in electronics for a laboratory course assessment. Phys. Rev. Phys. Educ. Res., 15(1), 010140. Retrieved February 27, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.15.010140
Chicago Format
Rios, L, B. Pollard, D. Dounas-Frazer, and H. Lewandowski. "Using think-aloud interviews to characterize model-based reasoning in electronics for a laboratory course assessment." Phys. Rev. Phys. Educ. Res. 15, no. 1, (June 12, 2019): 010140, https://doi.org/10.1103/PhysRevPhysEducRes.15.010140 (accessed 27 February 2024).
MLA Format
Rios, Laura, Benjamin Pollard, Dimitri Dounas-Frazer, and Heather J. Lewandowski. "Using think-aloud interviews to characterize model-based reasoning in electronics for a laboratory course assessment." Phys. Rev. Phys. Educ. Res. 15.1 (2019): 010140. 27 Feb. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.15.010140>.
BibTeX Export Format
@article{ Author = "Laura Rios and Benjamin Pollard and Dimitri Dounas-Frazer and Heather J. Lewandowski", Title = {Using think-aloud interviews to characterize model-based reasoning in electronics for a laboratory course assessment}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {15}, Number = {1}, Pages = {010140}, Month = {June}, Year = {2019} }
Refer Export Format

%A Laura Rios %A Benjamin Pollard %A Dimitri Dounas-Frazer %A Heather J. Lewandowski %T Using think-aloud interviews to characterize model-based reasoning in electronics for a laboratory course assessment %J Phys. Rev. Phys. Educ. Res. %V 15 %N 1 %D June 12, 2019 %P 010140 %U https://doi.org/10.1103/PhysRevPhysEducRes.15.010140 %O application/pdf

EndNote Export Format

%0 Journal Article %A Rios, Laura %A Pollard, Benjamin %A Dounas-Frazer, Dimitri %A Lewandowski, Heather J. %D June 12, 2019 %T Using think-aloud interviews to characterize model-based reasoning in electronics for a laboratory course assessment %J Phys. Rev. Phys. Educ. Res. %V 15 %N 1 %P 010140 %8 June 12, 2019 %U https://doi.org/10.1103/PhysRevPhysEducRes.15.010140


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