Assessing first-year undergraduate physics students' laboratory practices: seeking to encourage research behaviours

被引：11

作者：

Dunnett, K. ^{[1
,2
]}

Gorman, M. N. ^{[3
]}

Bartlett, P. A. ^{[4
]}

机构：

[1] Nordita, KTH Royal Inst Technol, Roslagstullsbacken 23, SE-10691 Stockholm, Sweden

[2] Stockholm Univ, Roslagstullsbacken 23, SE-10691 Stockholm, Sweden

[3] Aberystwyth Univ, Dept Phys, Aberystwyth SY23 3BZ, Ceredigion, Wales

[4] UCL, Dept Phys & Astron, Gower St, London WC1E 6BT, England

来源：

EUROPEAN JOURNAL OF PHYSICS | 2019年 / 40卷 / 01期

关键词：

education; practical physics; laboratory training; first-year under-graduate; soft skills; SCIENCE; CLASSROOM; MOTIVATION; EDUCATION; GOAL;

D O I：

10.1088/1361-6404/aaf13b

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Encouraging positive inquiry-focused behaviours within the constraints of a physics teaching laboratory environment can be challenging. Here, we report on an implementation, the 'working grade' ( w-grade), designed to directly assess aspects of students' laboratory practice with the aim of encouraging first-year undergraduate students to look beyond the concept of a correct outcome' to a physics experiment. The w-grade is composed of the five aspects of group work, querying, exploration, attitude and progress which are each marked on a 0, 1, 2, 3 scale. The initial implementation is presented in full as well as a second, simpler variant. The w-grade emphasises and directly rewards inquiry behaviours and students were much more willing to explore the experiments than in previous years.

引用

页数：15

共 48 条

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