Develop Creative lab skills through student self-designed activities
Session Format
Brief Report (15 minutes)
Location
Room 2904A
Abstract for the conference program
Students in Introductory Physics I are exposed to a semester long series of realistic problems related to acceleration, force, torque and energy. Students are required to self-develop activities for formulating protocols of collecting data, analyzing, making conclusions and write formal lab report about these problems. Students’ performances are assessed by carefully developed points-based rubrics. Our results show students’ skills in research and technique writing get improved significantly; however, they still need more training and practice to improve their critical thinking and quantitative analytical skill as well as ability to apply concepts to solve real-world problems. Additionally, pre- and post- survey (mostly attitude questions) results indicate that students become more confidence with their ability in research. We will present the design and implementation of the project as well as assessment and survey results. The primary audience for this project is teachers in science education at college level. Hopefully, the audience could get some ideas on how to implement and assess this type of self-created activities in their classroom.
Proposal Track
Research Project
Start Date
3-6-2015 11:15 AM
End Date
3-6-2015 11:30 AM
Recommended Citation
Shao, Qing and Ametepe, Joseph D. Dr., "Develop Creative lab skills through student self-designed activities" (2015). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 27.
https://digitalcommons.georgiasouthern.edu/stem/2015/2015/27
Develop Creative lab skills through student self-designed activities
Room 2904A
Students in Introductory Physics I are exposed to a semester long series of realistic problems related to acceleration, force, torque and energy. Students are required to self-develop activities for formulating protocols of collecting data, analyzing, making conclusions and write formal lab report about these problems. Students’ performances are assessed by carefully developed points-based rubrics. Our results show students’ skills in research and technique writing get improved significantly; however, they still need more training and practice to improve their critical thinking and quantitative analytical skill as well as ability to apply concepts to solve real-world problems. Additionally, pre- and post- survey (mostly attitude questions) results indicate that students become more confidence with their ability in research. We will present the design and implementation of the project as well as assessment and survey results. The primary audience for this project is teachers in science education at college level. Hopefully, the audience could get some ideas on how to implement and assess this type of self-created activities in their classroom.
