The Effects of a DLSCL Approach on Students Conceptual Understanding in an Undergraduate Introductory Physics Lab

Muhammad Riaz, Thomas Marcinkowski, Ali Faisal
2019 Eurasia Journal of Mathematics, Science and Technology Education  
This study investigated the effects of Discovery Learning Scientific Community Laboratories (DL-SCL) and traditional non-DLSCL laboratories on students' conceptual understanding in a Physics-1 lab. At many universities, physics programs use a traditional lab style, despite research on the benefits for reform-oriented physics labs. This DL-SCL approach included features of inquiry-based learning (e.g., students generated hypotheses and designed experiments) and scientific community labs (e.g.,
more » ... unity labs (e.g., students discussed designs and findings). This study used a quasi-experimental design with quantitative-method data collection and analysis procedures. Twelve sections of a Physics I lab were assigned to two groups: Treatment (DL-SCL) and Control (non-DL-SCL). In Treatment and Control sections, conceptual understanding was measured pre/post using the Mechanics Baseline Test (MBT) and the Force Concept Inventory (FCI). Study findings indicated that DL-SCL approach in teaching Physics Lab-1 significantly improved students' conceptual understanding.
doi:10.29333/ejmste/112311 fatcat:gjnv46lk2bd4tnqu3rkizqhbuu