Integrating Scientific Practices Into Physics Laboratory Instruction: A Reflective Journey

• In Event: 54.080 - Roundtable Session 22
  In Roundtable Session: 54.080-19 - Teacher as Researcher Reimagined: Building New Ways of Thinking and Acting for Educational Equity

Abstract

This practitioner-oriented inquiry was designed to explore the teaching and learning experiences in an undergraduate physics laboratory in an urban university. The instructor-as-researcher integrated scientific practices into the 5E learning cycle. The data were collected from Spring 2015 to Fall 2015 through pre- and post-lesson reflections of the instructor, students’ reflections on the instructional strategies and lesson artifacts. Results indicated that the instructor could move from being “closed-minded to open-minded,” since she efficiently disseminated alternative methods. Instructional strategies were aligned with the constructivist learning environments and promoted students’ active involvement and empowerment. The study contributes to the knowledge base for having a self-reflective approach to implementation to improve the instruction, curriculum and assessment based on students’ needs.

Author

• Ozden Sengul, Georgia State University