June 15, 2014
June 15, 2014
June 18, 2014
Engineering Physics & Physics
24.1051.1 - 24.1051.12
Results of a Multi-Year Assessment of Inquiry-Based Second Semester General Physics Laboratory ActivitiesFifteen years ago the second-semester general physics laboratory courses at the University of XXbegan to implement an inquiry-based, active-learning curriculum. This curriculum utilizes theresults of many years of physics education research, especially the pioneering work ofMcDermott’s group at the University of Washington. A brief description of the laboratoryactivities will be presented.In this paper we show the results of a nearly ten year assessment of student learning of dc circuitconcepts in second semester general physics laboratory courses. We have results for bothalgebra and calculus based classes and we compare our results to a national sample. Ourongoing assessment tool is the Determining and Interpreting Resistive Electric Circuit ConceptsTest (DIRECT).1 We relate the results of the assessment to the inquiry-based instructionalmethods and present some item response curves.21 P.V. Engelhardt and R. Beichner, “Students’ understanding of direct current resistive electricalcircuits,” Am. J. Phys. 72 (1) 98-115 (2004).2 G.A. Morris et.al., “Testing the test: Item response curves and test quality,” Am. J. Phys. 74(5) 449-453 (2006).
Ross, R. A., & Venugopal, E. P., & Hillebrand, G. P., & Murray, M. N., & Gonderinger, M. (2014, June), Results of a Multi-Year Assessment of Inquiry-Based Second Semester General Physics Laboratory Activities Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22984
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