Hands-on experiments in the interactive physics laboratory: students' intrinsic motivation and understanding.

Autor/inn/en	Snetinová, Marie; Kácovský, Petr; Machalická, Jana
Titel	Hands-on experiments in the interactive physics laboratory: students' intrinsic motivation and understanding. Paralleltitel: Preprosti poskusi v interaktivnem fizikalnem laboratoriju: dijakova notranja motivacija in razumevanje.
Quelle	In: CEPS journal, 8 (2018) 1, S. 55-75Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.26529/cepsj.319
URN	urn:nbn:de:0111-pedocs-154819
Schlagwörter	Empirische Untersuchung; Fragebogenerhebung; Verstehen; Experiment; Motivation; Physikunterricht; Schüler; Verstehen; Unterrichtsmethode; Wirkung; Laborraum; Sekundarstufe II; Schüler; Motivation; Experiment; Unterrichtsmethode; Interaktive Simulation; Physikunterricht; Einflussfaktor; Wirkung; Tschechische Republik
Abstract	Experiments in different forms can certainly be suitable tools for increasing student interest in physics. However, educators continuously discuss which forms of experimenting (if any) are the most beneficial for these purposes. At the Faculty of Mathematics and Physics, Charles University, Prague, two different forms of physics experiments are offered to upper secondary students: hands-on experimental work in the Interactive Physics Laboratory, and physics demonstration shows where the students watch experiments conducted by a lecturer. Our research focuses primarily on student feedback about their immediate attitudes towards these two projects. Data collection was undertaken using questionnaire research based on the Intrinsic Motivation Inventory. This research was subsequently supplemented with a qualitative study examining the influence of students' experimental work in the Interactive Physics Laboratory on their understanding of selected physics concepts. The results of the main research show that the two projects do not exhibit significant differences in terms of student interest and perceived usefulness; nevertheless, students felt the need for significantly more effort and experienced pressure during their work in the Interactive Physics Laboratory. One interesting finding, which goes against our original hypothesis, is that grades in physics are quite a strong predictor of students' assessment of the projects: better grades indicate more positive assessment of both projects as well as less pressure felt during hands-on activities in the laboratory. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/3