Yuhfen Lin

Student Perceptions of Physics by Inquiry at Ohio State

Physics by Inquiry (PbI) has been adopted and taught at the Ohio State University for more than a decade. A Q‐type instrument, the LPVI, was used to assess students’ perceptions of this teaching method and measure the consonance between these and instructors’ goals. We present methods of analysis to make use of all the information collected with this survey. In applying the LPVI to different sections of the PbI course, we found many similarities in students’ perceptions and also some interesting differences. We also found similarities and differences between students’ perceptions and the goals of PbI.

Student Assessment Of Laboratory In Introductory Physics Courses: A Q‐sort Approach

This paper will introduce a previously developed Q‐sort instrument, called the Laboratory Program Variables Inventory (LPVI). We will also report on a case study using a modified version of the LPVI to investigate students’ perceptions about the implementation of a new lab type and further to compare characteristics of the new lab with those perceived by students in other PER‐based learning environments. Our preliminary results show that the LPVI is a valuable instrument for assessing hands‐on learning environments and related curriculum development and implementation in PER.

Assessing ISLE Labs as an Enhancement to Traditional Large‐Lecture Courses at the Ohio State University

At the Ohio State University (OSU), some laboratory sections were replaced with Investigative Science Learning Environment (ISLE) labs during the 3‐quarter calculus‐based introductory physics sequence this past academic year. The ISLE labs have been developed by the PAER Group at Rutgers University; implementation at OSU is discussed, making a direct comparison of OSU students participating in ISLE labs with students in pre‐existing labs under the same large‐lecture instruction. Assessment included diagnostic tests and feedback from a Q‐type instrument. The ISLE environment focuses on helping students develop scientific abilities, so we also administered a voluntary lab ‘practical exam’ aimed at testing if these abilities were gained by the students in the ISLE labs.

Using collaborative group exams to investigate students’ ability to learn

One of our primary learning goals for our students is: we would like them to be able to learn physics on their own. Unfortunately few existing assessments can assess students’ ability to learn without being taught. We are developing a new format of exam which challenges students to work together as a class to tackle a difficult problem that requires them to learn new physics. Rather than restrict their activities, we offer them a resource-rich environment of textbooks and internet access. Students are required to transfer their knowledge by answering a related question on a more standard “individual exam” two days later. In this paper we will discuss the format of the exams, background theory, and present evidence of how students are able to learn new physics on their own. Our results show that although students struggle at first, they do surprisingly well once they get used to the format.