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Physical Review Physics Education Research
written by Benjamin D. Geller, Jack Rubien, Sara M. Hiebert Burch, and Catherine H. Crouch
A goal of introductory physics for life sciences (IPLS) curricula is to prepare students to effectively use physical models and quantitative reasoning in biological and medical settings. To assess whether this goal is being met, we conducted a longitudinal study of the impact of IPLS on student work in later biology and chemistry courses. We report here on one part of that study, a comparison of written responses by students with different physics backgrounds on a diffusion task administered in a senior biology capstone course. We observed differences in student reasoning that were found to be associated with prior or concurrent enrollment in IPLS. In particular, we found that IPLS students were more likely than non-IPLS students to reason quantitatively and mechanistically about diffusive phenomena, and to successfully coordinate between multiple representations of diffusive processes, even up to two years after taking the IPLS course. Finally, we describe methodological challenges encountered in both this task and other tasks used in our longitudinal study.
Physical Review Physics Education Research: Volume 18, Issue 1, Pages 010120
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.18.010120
NSF Number:
EHR-1710875
Keywords:
Constructivist Theory, IPLS longitudinal research, IPLS research, cognitive apprenticeship, constructivism, expansive framing theory
Record Creator:
Metadata instance created March 28, 2022 by Lyle Barbato
Record Updated:
August 19, 2023 by Caroline Hall
Last Update
when Cataloged:
March 11, 2022
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AIP Format
B. Geller, J. Rubien, S. Hiebert Burch, and C. Crouch, , Phys. Rev. Phys. Educ. Res. 18 (1), 010120 (2022), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.18.010120).
AJP/PRST-PER
B. Geller, J. Rubien, S. Hiebert Burch, and C. Crouch, Impact of introductory physics for the life sciences in a senior biology capstone course, Phys. Rev. Phys. Educ. Res. 18 (1), 010120 (2022), <https://doi.org/10.1103/PhysRevPhysEducRes.18.010120>.
APA Format
Geller, B., Rubien, J., Hiebert Burch, S., & Crouch, C. (2022, March 11). Impact of introductory physics for the life sciences in a senior biology capstone course. Phys. Rev. Phys. Educ. Res., 18(1), 010120. Retrieved July 20, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.18.010120
Chicago Format
Geller, B, J. Rubien, S. Hiebert Burch, and C. Crouch. "Impact of introductory physics for the life sciences in a senior biology capstone course." Phys. Rev. Phys. Educ. Res. 18, no. 1, (March 11, 2022): 010120, https://doi.org/10.1103/PhysRevPhysEducRes.18.010120 (accessed 20 July 2024).
MLA Format
Geller, Benjamin, Jack Rubien, Sara M. Hiebert Burch, and Catherine Crouch. "Impact of introductory physics for the life sciences in a senior biology capstone course." Phys. Rev. Phys. Educ. Res. 18.1 (2022): 010120. 20 July 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.18.010120>.
BibTeX Export Format
@article{ Author = "Benjamin Geller and Jack Rubien and Sara M. Hiebert Burch and Catherine Crouch", Title = {Impact of introductory physics for the life sciences in a senior biology capstone course}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {18}, Number = {1}, Pages = {010120}, Month = {March}, Year = {2022} }
Refer Export Format

%A Benjamin Geller %A Jack Rubien %A Sara M. Hiebert Burch %A Catherine Crouch %T Impact of introductory physics for the life sciences in a senior biology capstone course %J Phys. Rev. Phys. Educ. Res. %V 18 %N 1 %D March 11, 2022 %P 010120 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.010120 %O application/pdf

EndNote Export Format

%0 Journal Article %A Geller, Benjamin %A Rubien, Jack %A Hiebert Burch, Sara M. %A Crouch, Catherine %D March 11, 2022 %T Impact of introductory physics for the life sciences in a senior biology capstone course %J Phys. Rev. Phys. Educ. Res. %V 18 %N 1 %P 010120 %8 March 11, 2022 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.010120


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