Investigating the Landscape of Physics Laboratory Instruction across North America

Autor/inn/en	Holmes, N. G.; Lewandowski, H. J.
Titel	Investigating the Landscape of Physics Laboratory Instruction across North America
Quelle	In: Physical Review Physics Education Research, 16 (2020) 2, Artikel 020162 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holmes, N. G.) ORCID (Lewandowski, H. J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Laboratory Experiments; Teaching Methods; Science Instruction; Teacher Attitudes; Science Teachers; Educational Trends; Trend Analysis; Futures (of Society); Concept Formation; Scientific Concepts; Diversity; Course Evaluation; Course Descriptions; Institutional Characteristics; Critical Thinking; Two Year Colleges; Universities; Graduate Students; Undergraduate Students; College Faculty; Course Organization; Educational Change; Professional Autonomy; Colorado + Suchen Sie Ihr Suchwort? Physik; Laboratory work; Laborarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Bildungsentwicklung; Trendanalyse; Future; Society; Zukunft; Concept learning; Begriffsbildung; Kursstrukturplan; Kritisches Denken; University; Universität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Course organisation; Kurskonzept; Bildungsreform; Berufsfreiheit
Abstract	Physics lab instruction is evolving in response to changing technology, a desire to better prepare students for diverse careers, and renewed focus from physics education researchers. To prepare researchers to evaluate progress in instructional labs in the future, this study set out to understand the current state of instructional physics labs in North America. Using information collected from instructors intending to use two research-based lab assessments, we evaluate the reach, organization, goals, and pedagogies from over 200 unique instructional lab courses at over 100 institutions. We find significant diversity in all aspects evaluated, with some trends in course pedagogy based on course goals and level. Namely, courses that aim to reinforce concepts, develop lab skills, or do both incorporate varied levels of agency and modeling in their instruction, with differences in first year and beyond-first year courses. We hope these analyses will be useful for instructors to situate their own courses in the national landscape and for researchers to evaluate changes in lab instruction in the future. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01