Using the Contrasting-Cases Approach to Improve Student Ability to Draw Conclusions from Measurement Data (Journal Article)
Wan, Tong
Using the Contrasting-Cases Approach to Improve Student Ability to Draw Conclusions from Measurement Data (Journal Article) - Washington :American Association of Physics Teachers , March 2024 - 178–181p. - The Physics Teacher Volume 62, Number 3, March 2024 .
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Abstract: Measurement uncertainty is a key concept in introductory physics lab courses. Research has demonstrated that students often struggle with grasping the concept and applying it to drawing conclusions from data. The study discussed here explores the utility of an activity to improve students’ ability to draw conclusions from measurement data. This activity uses the contrasting-cases approach, which has been shown to be effective at increasing learning. The utility of the activity was explored in five think-aloud student interviews. Thematic analysis results show that the activity allows students to consider a variety of features from the contrasting cases and critically examine the validity of their conclusions. This suggests that the activity can be implemented in class to promote productive discourse.
0031-921X
Learning and learning models| Educational aids| Curriculum development| Laboratories| Statistical analysis
Using the Contrasting-Cases Approach to Improve Student Ability to Draw Conclusions from Measurement Data (Journal Article) - Washington :American Association of Physics Teachers , March 2024 - 178–181p. - The Physics Teacher Volume 62, Number 3, March 2024 .
***______________***
Abstract: Measurement uncertainty is a key concept in introductory physics lab courses. Research has demonstrated that students often struggle with grasping the concept and applying it to drawing conclusions from data. The study discussed here explores the utility of an activity to improve students’ ability to draw conclusions from measurement data. This activity uses the contrasting-cases approach, which has been shown to be effective at increasing learning. The utility of the activity was explored in five think-aloud student interviews. Thematic analysis results show that the activity allows students to consider a variety of features from the contrasting cases and critically examine the validity of their conclusions. This suggests that the activity can be implemented in class to promote productive discourse.
0031-921X
Learning and learning models| Educational aids| Curriculum development| Laboratories| Statistical analysis