1 / 11

Problem-Solving Labs

Problem-Solving Labs. Concept developed by the University of Minnesota Physics Education Research Group. Different Lab Types. “Cookbook” Labs Verificational Theory base provided Plenty of direction provided Problem-Solving Labs

gradya
Download Presentation

Problem-Solving Labs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Problem-Solving Labs Concept developed by the University of Minnesota Physics Education Research Group

  2. Different Lab Types • “Cookbook” Labs • Verificational • Theory base provided • Plenty of direction provided • Problem-Solving Labs • Cycle of prediction-experimentation-verification-explanation • Fewer directions provided

  3. What goals are addressed in these labs? • Confront preconceptions. • Practice problem-solving skills. • Learn how to use equipment. • Observe an event that does not have an easy explanation to realize new knowledge is needed. • Gain an appreciation for the difficulty and joy of performing an experiment. • Experience what real scientists do. • Learn physics by doing something other than reading, sitting and listening.

  4. Why this style of lab? • “Cookbook” labs have little value in helping students attain the goals. • Hands-on instruction is a powerful means of overcoming preconceptions. • Allows teacher opportunity to determine student difficulties.

  5. How can I make students like and value labs? • If instructors see labs as “busy work,” so will students. • Problem-solving labs remove the busy work component. • This style of lab removes the “take the data and run” approach. • Create and use labs with real-world applications.

  6. Why have students work in groups? • Group problem solving is effective. • Groups rarely get “stuck” due to lack of resources. • Students learn from mistakes. • Students get practice explaining. • Students bring up their preconceptions. • Labs make instruction more manageable from the perspective of the instructor.

  7. Why are there so many problems in each lab? • The focus of the lab is not to get the problem “done.” • Additional problems add flexibility. • Some groups may need to be challenged. • Variety helps avoid boredom.

  8. Why don’t the lab instructions give the necessary theory? • Labs are an integral part of an entire course. • Theory is available in a textbook. • Labs without theory promote student reading and understanding of the textbook. • Doing the theory behind the lab problem helps students to understand the lab project.

  9. What is the reason for giving minimal lab instructions? • The primary reason is to help students learn physics better. • Good problem solving requires informed decision making. • Students gain experience in analytical practice. • Students are allowed to learn from mistakes.

  10. Why should students write up lab problems? • Some students will leave labs with same preconceptions they entered with, or will generate new preconceptions. • Reading lab reports gives instructor valuable information about students. • This in turn helps to redirect teaching. • Students need experience with technical writing and other forms of communication.

  11. Grading Lab Reports • Not every student has to have every part of the lab report complete. • Up to six points are awarded for lab report. • Bonus points are awarded if the group as a whole does well.

More Related