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Qualitative content analysis of lab report discussion in introductory physics for engineering and technology students

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Collection

2017 Mid-Atlantic Section Fall Conference

Location

Penn State University - Berks Campus - Reading, Pennsylvania

Publication Date

October 6, 2017

Start Date

October 6, 2017

End Date

October 7, 2017

Conference Session

Mid Atlantic Papers

Tagged Topic

Mid-Atlantic Section Fall Conference

Page Count

7

Permanent URL

https://peer.asee.org/29388

Download Count

14

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Paper Authors

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Tak Cheung

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Tak Cheung, Ph.D., professor of physics, teaches in CUNY Queensborough Community College. He also conducts research and mentors student research projects.

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sunil Dehipawala Queensborough Community College

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Sunil Dehipawala received his B.S. degree from University of Peradeniya in Sri Lanka and Ph.D from City University of New York. Currently, he is working as a faculty member at Queensborough Community College of CUNY.

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Vazgen Shekoyan Queensborough Community College

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Dr. Vazgen Shekoyan is a professor of physics and his experiences include pedagogy, CubeSat, etc.

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George Tremberger Jr Queensborough Community College

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Kimberly A Riegel Queensborough Community College

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Kimberly Riegel has been an assistant professor at Queensborough since 2015. She completed her Ph.D. at Pennsylvania State University and undergraduate at Vassar College in Poughkeepsie, NY. Her research interests focus on the area of the physics of sound particularly related to noise control using computational and numerical simulations.

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Abstract

The discussion section of a student’s of lab report have been assessed with the Mayring methodology and associated software for qualitative content analysis. An example of the categorization and coding procedure is discussed via a lab example of energy conversion from potential to kinetic. The software results were tabulated using the Torrance Creativity Test criteria to evaluate qualitative content in terms of critical thinking and creativity. Furthermore the Torrance scores were used as inputs into a causative structure model to assess “Learning with Intent”, together with “Critical Thinking” manifested in calculation tasks. Although the Intent Aptitude assessment model would require more data collection to confine the loading value of the Critical Thinking Aptitude onto Intent Aptitude, the combination of Mayring methodology and Torrance Creativity Test has been shown to be a working platform for assessing the writing content qualitatively in introductory physics for engineering and technology students.

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