Training to Use the Scientific Method in a First-Year Physics Laboratory: A Case Study
In this work, a specific implementation of a socalled experimental or open-ended laboratory is proposed and evaluated. Keeping in mind the scheduling limitations imposed by the context, first-year engineering physics laboratory practices have been revised in order to facilitate acquisition of the sk...
Gespeichert in:
| Veröffentlicht in: | Journal of science education and technology 2015-10, Vol.24 (5), p.595-609 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 609 |
|---|---|
| container_issue | 5 |
| container_start_page | 595 |
| container_title | Journal of science education and technology |
| container_volume | 24 |
| creator | Sarasola, Ane Rojas, Jose Félix Okariz, Ana |
| description | In this work, a specific implementation of a socalled experimental or open-ended laboratory is proposed and evaluated. Keeping in mind the scheduling limitations imposed by the context, first-year engineering physics laboratory practices have been revised in order to facilitate acquisition of the skills that are required in the experimental work. These skills concern different conceptual and procedural abilities related to designing experiments, taking measurements, analyzing the results and reporting properly the whole process. The employed approach is described, and the achieved results are evaluated by a series of tests at the beginning and end of the academic year. Additionally, the students' laboratory reports are used to quantify the evolution of acquiring these scientific skills. The evaluation of the results obtained from the aforementioned tests and laboratory reports gives enlightening information about students' apprehension of the experimental method itself, as well as the difficulties they find in each of the different, complex tasks that they must carry out during this process. |
| doi_str_mv | 10.1007/s10956-015-9551-y |
| format | Article |
| fullrecord | <record><control><sourceid>gale_proqu</sourceid><recordid>TN_cdi_proquest_miscellaneous_1773223658</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A714981584</galeid><ericid>EJ1074434</ericid><jstor_id>43867604</jstor_id><sourcerecordid>A714981584</sourcerecordid><originalsourceid>FETCH-LOGICAL-c502t-c2dee7e26c78211cc4efed8e2405d506fbfa77624b71963af4dd0d582452abeb3</originalsourceid><addsrcrecordid>eNqNkUuLFDEUhQtRcBz9AS6EgBs3NeadlLummfFBi8LMCK5CKnXTnaY7GZP0ov69aUpGcCV3kUvOdw4XTte9JviKYKzeF4IHIXtMRD8IQfr5SXdBhGI90Wx42nYshqZy8bx7UcoeYzzoAV90P-6yDTHELaoJ3RdAdQfo1gWINfjg0FeouzShEJFFNyGX2v8Em9H33VyCK2hjx5RtTXn-gFZobVvAbT1N88vumbeHAq_-vJfd_c313fpTv_n28fN6temdwLT2jk4ACqh0SlNCnOPgYdJAORaTwNKP3iolKR8VGSSznk8TnoSmXFA7wsguu3dL7kNOv05QqjmG4uBwsBHSqRiiFKOUSaEb-vYfdJ9OObbrDKViaASlslFXC7W1BzAh-lSzdW0mOAaXIvjQ_leK8EEToXkzkMXgciolgzcPORxtng3B5lyNWaoxrRpzrsbMzfNm8UAO7pG__kKw4pydM-mil6bFLeS_p_5H6L60Ph5TOdNSSczZby7QoxE</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2259583226</pqid></control><display><type>article</type><title>Training to Use the Scientific Method in a First-Year Physics Laboratory: A Case Study</title><source>Jstor Complete Legacy</source><source>Education Source (EBSCOhost)</source><source>Springer journals</source><creator>Sarasola, Ane ; Rojas, Jose Félix ; Okariz, Ana</creator><creatorcontrib>Sarasola, Ane ; Rojas, Jose Félix ; Okariz, Ana</creatorcontrib><description>In this work, a specific implementation of a socalled experimental or open-ended laboratory is proposed and evaluated. Keeping in mind the scheduling limitations imposed by the context, first-year engineering physics laboratory practices have been revised in order to facilitate acquisition of the skills that are required in the experimental work. These skills concern different conceptual and procedural abilities related to designing experiments, taking measurements, analyzing the results and reporting properly the whole process. The employed approach is described, and the achieved results are evaluated by a series of tests at the beginning and end of the academic year. Additionally, the students' laboratory reports are used to quantify the evolution of acquiring these scientific skills. The evaluation of the results obtained from the aforementioned tests and laboratory reports gives enlightening information about students' apprehension of the experimental method itself, as well as the difficulties they find in each of the different, complex tasks that they must carry out during this process.</description><identifier>ISSN: 1059-0145</identifier><identifier>EISSN: 1573-1839</identifier><identifier>DOI: 10.1007/s10956-015-9551-y</identifier><language>eng</language><publisher>Dordrecht: Springer Science+Business Media LLC</publisher><subject>Anxiety ; Case Studies ; Education ; Educational Technology ; Engineering Education ; Experimental methods ; Laboratories ; Laboratory Experiments ; Measurement ; Methods ; Physics ; Scheduling ; Science Education ; Science Instruction ; Scientific Methodology ; Scientific Research ; Skill Development ; Skills ; Students ; Task complexity ; Teaching Methods</subject><ispartof>Journal of science education and technology, 2015-10, Vol.24 (5), p.595-609</ispartof><rights>Springer Science+Business Media 2015</rights><rights>Springer Science+Business Media New York 2015</rights><rights>COPYRIGHT 2015 Springer</rights><rights>Journal of Science Education and Technology is a copyright of Springer, (2015). All Rights Reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c502t-c2dee7e26c78211cc4efed8e2405d506fbfa77624b71963af4dd0d582452abeb3</citedby><cites>FETCH-LOGICAL-c502t-c2dee7e26c78211cc4efed8e2405d506fbfa77624b71963af4dd0d582452abeb3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/43867604$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/43867604$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,27903,27904,41467,42536,51297,57995,58228</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1074434$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Sarasola, Ane</creatorcontrib><creatorcontrib>Rojas, Jose Félix</creatorcontrib><creatorcontrib>Okariz, Ana</creatorcontrib><title>Training to Use the Scientific Method in a First-Year Physics Laboratory: A Case Study</title><title>Journal of science education and technology</title><addtitle>J Sci Educ Technol</addtitle><description>In this work, a specific implementation of a socalled experimental or open-ended laboratory is proposed and evaluated. Keeping in mind the scheduling limitations imposed by the context, first-year engineering physics laboratory practices have been revised in order to facilitate acquisition of the skills that are required in the experimental work. These skills concern different conceptual and procedural abilities related to designing experiments, taking measurements, analyzing the results and reporting properly the whole process. The employed approach is described, and the achieved results are evaluated by a series of tests at the beginning and end of the academic year. Additionally, the students' laboratory reports are used to quantify the evolution of acquiring these scientific skills. The evaluation of the results obtained from the aforementioned tests and laboratory reports gives enlightening information about students' apprehension of the experimental method itself, as well as the difficulties they find in each of the different, complex tasks that they must carry out during this process.</description><subject>Anxiety</subject><subject>Case Studies</subject><subject>Education</subject><subject>Educational Technology</subject><subject>Engineering Education</subject><subject>Experimental methods</subject><subject>Laboratories</subject><subject>Laboratory Experiments</subject><subject>Measurement</subject><subject>Methods</subject><subject>Physics</subject><subject>Scheduling</subject><subject>Science Education</subject><subject>Science Instruction</subject><subject>Scientific Methodology</subject><subject>Scientific Research</subject><subject>Skill Development</subject><subject>Skills</subject><subject>Students</subject><subject>Task complexity</subject><subject>Teaching Methods</subject><issn>1059-0145</issn><issn>1573-1839</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNqNkUuLFDEUhQtRcBz9AS6EgBs3NeadlLummfFBi8LMCK5CKnXTnaY7GZP0ov69aUpGcCV3kUvOdw4XTte9JviKYKzeF4IHIXtMRD8IQfr5SXdBhGI90Wx42nYshqZy8bx7UcoeYzzoAV90P-6yDTHELaoJ3RdAdQfo1gWINfjg0FeouzShEJFFNyGX2v8Em9H33VyCK2hjx5RtTXn-gFZobVvAbT1N88vumbeHAq_-vJfd_c313fpTv_n28fN6temdwLT2jk4ACqh0SlNCnOPgYdJAORaTwNKP3iolKR8VGSSznk8TnoSmXFA7wsguu3dL7kNOv05QqjmG4uBwsBHSqRiiFKOUSaEb-vYfdJ9OObbrDKViaASlslFXC7W1BzAh-lSzdW0mOAaXIvjQ_leK8EEToXkzkMXgciolgzcPORxtng3B5lyNWaoxrRpzrsbMzfNm8UAO7pG__kKw4pydM-mil6bFLeS_p_5H6L60Ph5TOdNSSczZby7QoxE</recordid><startdate>20151001</startdate><enddate>20151001</enddate><creator>Sarasola, Ane</creator><creator>Rojas, Jose Félix</creator><creator>Okariz, Ana</creator><general>Springer Science+Business Media LLC</general><general>Springer Netherlands</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7X2</scope><scope>8FE</scope><scope>8FG</scope><scope>8FH</scope><scope>8FK</scope><scope>ABJCF</scope><scope>AEUYN</scope><scope>AFKRA</scope><scope>ARAPS</scope><scope>ATCPS</scope><scope>AZQEC</scope><scope>BBNVY</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>BHPHI</scope><scope>BKSAR</scope><scope>CCPQU</scope><scope>D1I</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>HCIFZ</scope><scope>KB.</scope><scope>L6V</scope><scope>LK8</scope><scope>M0K</scope><scope>M7P</scope><scope>M7S</scope><scope>P5Z</scope><scope>P62</scope><scope>PATMY</scope><scope>PCBAR</scope><scope>PDBOC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PTHSS</scope><scope>PYCSY</scope></search><sort><creationdate>20151001</creationdate><title>Training to Use the Scientific Method in a First-Year Physics Laboratory: A Case Study</title><author>Sarasola, Ane ; Rojas, Jose Félix ; Okariz, Ana</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c502t-c2dee7e26c78211cc4efed8e2405d506fbfa77624b71963af4dd0d582452abeb3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Anxiety</topic><topic>Case Studies</topic><topic>Education</topic><topic>Educational Technology</topic><topic>Engineering Education</topic><topic>Experimental methods</topic><topic>Laboratories</topic><topic>Laboratory Experiments</topic><topic>Measurement</topic><topic>Methods</topic><topic>Physics</topic><topic>Scheduling</topic><topic>Science Education</topic><topic>Science Instruction</topic><topic>Scientific Methodology</topic><topic>Scientific Research</topic><topic>Skill Development</topic><topic>Skills</topic><topic>Students</topic><topic>Task complexity</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sarasola, Ane</creatorcontrib><creatorcontrib>Rojas, Jose Félix</creatorcontrib><creatorcontrib>Okariz, Ana</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Agricultural Science Collection</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Natural Science Collection</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Materials Science & Engineering Collection</collection><collection>ProQuest One Sustainability</collection><collection>ProQuest Central UK/Ireland</collection><collection>Advanced Technologies & Aerospace Collection</collection><collection>Agricultural & Environmental Science Collection</collection><collection>ProQuest Central Essentials</collection><collection>Biological Science Collection</collection><collection>ProQuest Central</collection><collection>Technology Collection</collection><collection>ProQuest Natural Science Collection</collection><collection>Earth, Atmospheric & Aquatic Science Collection</collection><collection>ProQuest One Community College</collection><collection>ProQuest Materials Science Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>SciTech Premium Collection</collection><collection>https://resources.nclive.org/materials</collection><collection>ProQuest Engineering Collection</collection><collection>ProQuest Biological Science Collection</collection><collection>Agriculture Science Database</collection><collection>Biological Science Database</collection><collection>Engineering Database</collection><collection>ProQuest advanced technologies & aerospace journals</collection><collection>test</collection><collection>Environmental Science Database</collection><collection>Earth, Atmospheric & Aquatic Science Database</collection><collection>Materials science collection</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>Engineering collection</collection><collection>Environmental Science Collection</collection><jtitle>Journal of science education and technology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sarasola, Ane</au><au>Rojas, Jose Félix</au><au>Okariz, Ana</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1074434</ericid><atitle>Training to Use the Scientific Method in a First-Year Physics Laboratory: A Case Study</atitle><jtitle>Journal of science education and technology</jtitle><stitle>J Sci Educ Technol</stitle><date>2015-10-01</date><risdate>2015</risdate><volume>24</volume><issue>5</issue><spage>595</spage><epage>609</epage><pages>595-609</pages><issn>1059-0145</issn><eissn>1573-1839</eissn><abstract>In this work, a specific implementation of a socalled experimental or open-ended laboratory is proposed and evaluated. Keeping in mind the scheduling limitations imposed by the context, first-year engineering physics laboratory practices have been revised in order to facilitate acquisition of the skills that are required in the experimental work. These skills concern different conceptual and procedural abilities related to designing experiments, taking measurements, analyzing the results and reporting properly the whole process. The employed approach is described, and the achieved results are evaluated by a series of tests at the beginning and end of the academic year. Additionally, the students' laboratory reports are used to quantify the evolution of acquiring these scientific skills. The evaluation of the results obtained from the aforementioned tests and laboratory reports gives enlightening information about students' apprehension of the experimental method itself, as well as the difficulties they find in each of the different, complex tasks that they must carry out during this process.</abstract><cop>Dordrecht</cop><pub>Springer Science+Business Media LLC</pub><doi>10.1007/s10956-015-9551-y</doi><tpages>15</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1059-0145 |
| ispartof | Journal of science education and technology, 2015-10, Vol.24 (5), p.595-609 |
| issn | 1059-0145 1573-1839 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_1773223658 |
| source | Jstor Complete Legacy; Education Source (EBSCOhost); Springer journals |
| subjects | Anxiety Case Studies Education Educational Technology Engineering Education Experimental methods Laboratories Laboratory Experiments Measurement Methods Physics Scheduling Science Education Science Instruction Scientific Methodology Scientific Research Skill Development Skills Students Task complexity Teaching Methods |
| title | Training to Use the Scientific Method in a First-Year Physics Laboratory: A Case Study |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-24T16%3A58%3A30IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Training%20to%20Use%20the%20Scientific%20Method%20in%20a%20First-Year%20Physics%20Laboratory:%20A%20Case%20Study&rft.jtitle=Journal%20of%20science%20education%20and%20technology&rft.au=Sarasola,%20Ane&rft.date=2015-10-01&rft.volume=24&rft.issue=5&rft.spage=595&rft.epage=609&rft.pages=595-609&rft.issn=1059-0145&rft.eissn=1573-1839&rft_id=info:doi/10.1007/s10956-015-9551-y&rft_dat=%3Cgale_proqu%3EA714981584%3C/gale_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2259583226&rft_id=info:pmid/&rft_galeid=A714981584&rft_ericid=EJ1074434&rft_jstor_id=43867604&rfr_iscdi=true |