Fig 1 - uploaded by Ricardo Trumper
Content may be subject to copyright.
Source publication
We want physics specialized high school and college students to think like physicists, and this involves an understanding of the scientific methods of inquiry and the ability to use these methods in their own investigations. In order to do that, students have to be made aware that no experimental result has any physical meaning unless an estimate o...
Contexts in source publication
Context 1
... n 1 and n 2 are the indices of refraction of the two media through which the light is passing, and θ 1 and θ 2 are the angles of incidence and refraction, respectively (see Fig. 1). In order to check the experimental results, students calculated the sine of both angles, put them in Columns C and D, respectively, and plotted a graph with its corresponding best- fi t line (see Fig. 3). As expected they got a straight line, whose slope has to be the inverse value of the index of refraction of the acrylic, assuming that the index of refraction for air is equal to 1. That ...
Context 2
... to laboratories and experiences of inquiry have long been recognized as important aspects of school and college science. Most of the curricula de- veloped laboratory in the experiences 1960s and the 1970s core were of the designed science FR to learn- make ing laboratory process was (Shulman intended and to Tamir, provide 1973). O experience Science in in the the manipulation of instruments and O materials, which was also thought to help students in the development of their It conceptual is hard to understanding. imagine PR learning to do science, or learning about science in general, without doing laboratory or fieldwork. R Since experimentation underlies all ries scientific are wonderful FO knowledge settings and for understanding, teaching and laborato- learning science. It is widely agreed that high school and college science education should provide science (chem- istry, biology, or physics) specialized students with an understanding, at an appropriate level, of the scientific account of the natural world and of the processes of scientific inquiry (Black, 1993). As Lubben and Millar (1996) claim, “the two are related: understanding . . . some of the facts, concepts, laws and theories of accepted science involves an appreciation of the ways in which such knowledge came to be es- tablished and of our warrants for accepting it as valid.” As a result, practical laboratory work is widely used as a teaching strategy and is also seen as crucial in devel- oping an understanding of the procedures of scientific inquiry. Let us consider for a moment what it would mean to develop students’ understanding of scientific methods of inquiry and their ability to use these methods in their own investigations. According to Millar (1998), In order to deal with experimental data in a proper way, we must de fi ne precisely the different terms we use in the estimation of their accuracy. In this paper we choose basically Thomsen ’ s terminology (Thomsen, 1997), that is, we de fi ne 1. resolution of an instrument as “ the fi neness of detail revealed by the measuring instrument, ” 2. precision or uncertainty of a series of measurements as “ a measure of the agreement among the repetitive determinations, ” which is “ usu- ally quanti fi ed as the standard deviation of the measured values. ” (For a simple illustration of the relationship between statistics and measurement, see Kagan, 1989.) The precision or uncertainty of a series of measurements depends on how well we can overcome random errors, that is, the fl uctuations in observations that yield results that differ between repeated measurements, and 3. accuracy of a measurement (or its average) as “ its relation to a ‘ true, ’ ‘ nominal, ’ ‘ agreed upon, ’ or ‘ accepted ’ value, ” which “ is often expressed as a deviation or percent deviation from the known value. ” It is also important to take into account Roberts ’ assertion (Roberts, 1983) that “ when an experimenter determines the range of likely values for a quantity, he or she determines a best estimate for it, along with an experimental uncertainty , ” that is the precision of the measurements. In a physics experiment we do not determine “ true ” values, but ranges within which true values probably lie. The question that students should be encouraged to ask regularly is how well they trust the number they obtained in their measurement. Quantitatively, the degree of trust is expressed by the resolution of the instrument used in an individual measurement, and by the precision obtained in a series of measurements (its standard deviation). No single measurement can be better than the in- strumental limitations, that is, there are always scale errors that represent the highest resolution possible with a given instrument; for instance a meter stick graduated in millimeter marks has a resolution of about 0.5 mm. If we can do repeated measurements of a quantity (for example the free-fall time of a body dropped from a given height), we can improve the precision of the measurement by calculating its best estimate ( t best ) and its uncertainty or absolute experimental error ( δ t ). In many cases in which we make calculations that include multiplication or division of measured quantities, we use the fractional error, for example, δ t / t best . Unfortunately, some authors (Johnston and Schroeer, 1992; Robinson, 1991; Thomsen, 1997) still guide students to perform what they call “ error analysis, ” that is, to calculate the percent error of their measurement according to the expression: % Error = | Measured value − Accepted value | × 100 / Accepted value where the “‘ measured value ’ is the student ’ s experimental value, which is expected to be different from the accepted value (otherwise, why would we need to calculate the error?) and in some way ‘ incorrect ’” (Deacon, 1992). This may be the reason that students so often come to the conclusion that physics, while it purports to be an exact science, never actually works in practice, or at least not for them. Thus, the old and unsuccessful phrase “ If it doesn ’ t work, it ’ s physics ” (T. D. M., 1973), may lead students “ to decide, at best, that labs are a waste of time, and at worst, that physics makes no sense ” (Roberts, 1983). We want physics specialized high school and college students to think like physicists, and this involves an understanding of the scienti fi c methods of inquiry and the ability to use these methods in their own investigations. In order to do that, students have to be made aware that no experimental result has any physical meaning unless an estimate of the uncertainty or precision is assigned to it. In the follow- ing sections, we describe two simple experiments in which high school and college students measure physical constants, and make an easy analysis of their experimental data by applying the tools offered by microcomputers. The equipment needed for the experiment includes an optics bench, a ray table and base, a slit plate, a cylindrical lens, a light source, a component holder, and a slit mask, like those provided by the Pasco 3 Introductory Optics System (see Fig. 1). The students set up the equipment and adjusted the components so that a single ray of light passes directly through the center of the ray table degree scale, and they aligned the fl at surface of the cylindrical lens with the line labeled “ component. ” To measure how the angle of refraction of the ray of light depends on its angle of incidence they rotated the ray table and observed the refracted ray for various angles of incidence, from both sides of the normal. Then they introduced these data in Columns A (angle of incidence) and B (average angle of refraction) of a Microsoft Excel spreadsheet (see Fig. 2). According to Snell ’ s ...
Citations
... It becomes a place to learn theoretical concepts as well as to conduct experiments [2,3]. This methodology increases student engagement in physics courses and improves conceptual understanding through manipulation of instruments and materials [3,4] to generate and process experimental data [5]. A well designed experiment may help STEM students develop self-regulated learning strategies [4,6,7], giving them the opportunity to build their own conclusions and boost their knowledge about physical phenomena and its interpretation [8]. ...
... This methodology increases student engagement in physics courses and improves conceptual understanding through manipulation of instruments and materials [3,4] to generate and process experimental data [5]. A well designed experiment may help STEM students develop self-regulated learning strategies [4,6,7], giving them the opportunity to build their own conclusions and boost their knowledge about physical phenomena and its interpretation [8]. Self-regulation and motivation is usually driven by epistemic beliefs [9,10] that describe the way students think about the nature of knowledge and knowing [11]. ...
There are diverse teaching methodologies to promote both collaborative and individual work in undergraduate physics courses. However, few educational studies seek to understand how students learn and apply new knowledge through open-ended activities that require mathematical modeling and experimentation focused on environmental problems. Here, we propose a novel home experiment to simulate the dynamics of a flue gas under temperature inversion and model it as damped harmonic motion. After designing and conducting the experiment, twenty six first year students enrolled in STEM majors answered six qualitative questions to inform us about their epistemological beliefs regarding their learning process. Their answers imply that this type of open-ended experiments may facilitate students’ understanding of physical phenomena and point to the significance of physics instructors as promoters of epistemological development. In general, students described this activity as a positive experience that helped them connect an environmental phenomenon with a fundamental physics concept.
... It becomes a place to work on learning theoretical concepts as well as carrying on experimentation [2,17]. This methodology increases student engagement in physics courses and improves conceptual understanding through manipulation of instruments and materials [3,17] to generate and process experimental data [4]. A well designed experiment could help STEM students develop self-regulated learning strategies [3], giving them the opportunity to build their own conclusions and boost their knowledge about physical phenomena and its interpretation [5]. ...
... This methodology increases student engagement in physics courses and improves conceptual understanding through manipulation of instruments and materials [3,17] to generate and process experimental data [4]. A well designed experiment could help STEM students develop self-regulated learning strategies [3], giving them the opportunity to build their own conclusions and boost their knowledge about physical phenomena and its interpretation [5]. ...
There are diverse teaching methodologies to promote both collaborative and individual work in undergraduate physics courses. However, few educational studies seek to understand how students learn and apply new knowledge through open-ended activities that require mathematical modeling and experimentation focused on environmental problems. In this work, we propose a novel home experiment to simulate the dynamics of a particulate under temperature inversion and model it as damped harmonic motion. Twenty six first year students enrolled in STEM majors answered six qualitative questions after designing and developing the experiment. These questions helped analyze the students epistemological beliefs about their learning process of physics topics and its applications. Results showed that this type of open-ended experiments could facilitate the students understanding of physics phenomena. In addition, this experiment showed that it could help physics professors to promote students epistemological development by giving their students the opportunity to search for different sources of knowledge and becoming self-learners instead of looking at the professor as the epistemological authority. At the end, students described this activity as a positive experience that helped them realize alternative ways to apply physics topics in different contexts of their environment.
... Learning science is difficult to do without conducting experiments, these experiments are based on scientific knowledge and understanding. Moreover, those experiments are good method to be used in learning (Ghavifekr & Rosdy, 2015;Trumper, 2002). Experimental learning activities can motivate students to learn, improve students' skills in experimenting and using experimental tools, and hone their scientific attitudes. ...
Student Worksheet (LKS) is a learning media for experimental activities which as a source of student learning which can provide experiences for students, develop skills, and influence their attitudes. The purpose of this study is to produce a Worksheet Discovery-Character Experiment to hone the scientific attitudes and character of students that are suitable to be used in learning. This research is a 4D development study but only reached the development stage. Data collected in the form of LKS feasibility data from experts (lecturers and teachers). Based on the results of the analysis, it was concluded that the Discovery-Character Experiment worksheet (discovery learning integrated character education) is very feasible to use with an average percentage of 93%. This worksheet is equipped with 3 Temperature and Heat experiment worksheets, concept maps, discussion material, practice questions, and self-evaluation related to students' scientific attitudes and characters. Based on the results of the study, it was concluded that the worksheet was arranged using discovery learning that is integrated in character education at the temperature and heat material of class X vocational high school. Each learning activity which integrated discovery learning can build students’ character and scientific attitude.
... Kemampuan untuk melakukan kegiatan laboratorium merupakan elemen penting dalam pembelajaran sains (Hodson, 1996). Shulman & Tamir (1973) dalam Trumper (2002) menyatakan bahwa pengalaman laboratorium adalah inti (core) dari proses pembelajaran sains. Pembelajaran sains yang dimaksudkan seperti mengamati dan memahami fenomena alam (Mao & Chang, 1998). ...
... Laboratorium dilengkapi sejumlah peralatan yang dapat digunakan siswa untuk melakukan eksperimen atau percobaan dalam sains, melakukan pengujian dan analisis, melangsungkan penelitian ilmiah, ataupun paraktek pembelajaran dalam sains. Sains di laboratorium dimaksudkan untuk memberikan pengalaman memanipulasi berbagai peralatan dan bahan laboratorium dan juga membantu siswa untuk pengembangan pemahaman konseptual (Trumper, 2002). Secara teoritis keberadaan laboratorium diharapkan mampu menunjang kegiatan-kegiatan yang berpusat pada pengembangan keterampilan tertentu, antara lain keterampilan proses, keterampilan motorik dan pembentukan sikap ilmiah, khususnya pengembangan minat untuk melakukan penyelidikan, penelitian dan minat mempelajari alam secara lebih mendalam (Hudha, 2011). ...
... Sarana dan prasarana laboratorium yang baik diperlukan untuk menunjang kegiatan praktikum agar kegiatan praktikum dapat berjalan dengan lancar (Siburian et al., 2014). Sains di laboratorium dimaksudkan untuk memberikan pengalaman memanipulasi berbagai peralatan dan bahan laboratorium dan juga membantu siswa untuk pengembangan pemahaman konseptual (Trumper, 2002). Tujuan pembelajaran berbasis laboratorium adalah melakukan kegiatan mengamati fenomena alam, mengembangkan pemahaman tentang peristiwa yang diamati dan menghubungkan pengetahuan ilmiah dengan keterampilan berpikir kritis dan juga untuk membuat siswa/mahasiswa merasa bahagia dan bersemangat dalam belajar (Nugent, Kunz, Levy, Harwood, & Carlson, 2008). ...
Salah satu rekomendasi asesor pada visitasi BAN PT dalam rangka Akreditasi Jurusan Tadris IPA Biologi, Fakultas Tarbiyah dan Keguruan UIN Mataram adalah praktikum Laboratorium IPA dilakukan dengan pola 10x1, sementara penyelenggaraan praktikum yang umum dilaksanakan adalah pola blok 1x10. Tujuan penelitian eksperimental ini adalah menguji efektivitas penyelenggaraan praktikum pola blok 1x10 dan 10x1 sebagai acuan kebijakan praktikum Laboratorium IPA. Efektivitas dilihat dari tiga komponen, yaitu: nilai tes praktikum, nilai laporan praktikum, dan preferensi praktikan dan co-asisten terhadap salah satu pola praktikum. Penelitian dilakukan pada mahasiswa Jurusan S1 PGMI Semester II, Jurusan Tadris IPA Biologi Semester IV, dan Co-Asisten. Rancangan penelitian adalah quasi eksperimental dengan tipe Pre-test–postest Non-Equivalen pada sampel yang diambil secara cluster random sampling. Data dikumpulkan dengan teknik tes, angket, dan wawancara untuk kemudian dianalisis dengan statistik inferensial pada taraf signifikansi 0,05. Hasil penelitian menunjukkan, bahwa nilai tes dan nilai laporan praktikum mahasiswa yang mengikuti praktikum pola blok 10 x 1 lebih tinggi dibanding 1 x 10, tetapi tidak berbeda secara signifikan. Berdasarkan analisis diperoleh 96% mahasiswa lebih menyukai pola praktikum 10 x 1. Dengan demikian, ditinjau dari hasil, salah satu pola praktikum tidak ada yang lebih efektif dibanding yang lain.
Organizing Practicum of 1 X 10 and 10 X 1 Block Patterns as a Reference for Science Laboratory Practicum Policy
Abstract
One of the recommendations from BAN PT assessors during the visitation in the Accreditation of Department of Natural Sciences, Faculty of Education and Teacher Training is that practicum at Natural Science Laboratory should be administered in a 10x1 block pattern, while the general administration of practicum pattern is a 1x10 block pattern. This experiment aimed at investigating the effectiveness of the administration of the 1x10 and 10x1 block practicum patterns. The effectiveness was sought out by assessing three components, namely: practicum test scores, practicum report scores and the preferences of practicants and co-assistants to one of the practicum patterns. The participants of this study were the second year undergraduate students of elemetary Education Department and the fourh year undergraduate students of Natural Science Education Department, and co-sssistants. This study was of quasi-experiment using Non-Equivalent Pre-test-postest design and the sample was taken using cluster random sampling technique. The data were collected through test, questionnaire, and interview and then they were analyzed using inferential statistics at the 0.05. significance level. The findings showed that the test and practicum report scores of the students who joined the 10 x 1 block practicum pattern were higher than those who joined 1 x 10 block practicum pattern, yet they did not differ significantly. Based on the analysis, 96% of the students obviously preferred the 10 x 1 block practicum pattern. Thus, based on the results, no one practicum pattern was more effective than the other.
... A wide range of benefits have been suggested that derive from secondary students' engagement in laboratory activities. Physics education through practical work may target diverse goals: (a) conceptual understanding; to teach and promote conceptual knowledge and understanding in students (Trumper, 2002;Bozzo, 2020), (b) to teach the nature of science (Hart, Mulhall, Berry, Loughran & Gunstone, 2000), (c) development of processes of science and problem-solving abilities and, (d) enhancement of interest and motivation. ...
The aim of the present paper is to report on a research study which aimed to promote the idea that experiments in physics teaching should enhance the development of laboratory skills. The paper begins with a discussion of the role of laboratory work, as presented in different curricula in Europe and the US. Emphasis has been given to curriculum guidelines, according to which, laboratory work should promote the development of laboratory skills. Then, an empirical research study with one hundred and twenty-three (123) pre-service physics teachers has been reported. The study took place within the context of a pre-service teacher education program in a Department of Physics Teaching. The participants were distributed in six different semesters during three years. They performed experiments, wrote laboratory reports and prepared lesson plans to teach in the school laboratory. In addition, short interviews were conducted with quite many of them, while preparing lesson plans. The research goal was to investigate teachers’ understanding of the purpose of experiments in physics teaching and their difficulties when preparing lesson plans to teach in the lab. The program was successful in helping the participants to gradually ‘shift’ from the idea that experiments are used to verify a hypothesis or confirm theory, to the position that experiments should promote the development of laboratory skills. Implications for curriculum development and pre-service teacher education in Turkey have been discussed.
... Ergül, Şımşeklı, Çaliş, Özdılek, Göçmençelebı and Şanli (2011) found out that students' hands-on activity in teaching based on inquiry approach promoted scientific attitude and scientific processing skill, thus contribute positively towards the academic performance, scientific literacy, and attitude towards science. Trumper (2002) also mentioned that learning science cannot be done without practical activities or field work. Meanwhile, Wahyuni, Indrawati, Sudarti, and Suana (2017) argued that science learning will be meaningful if investigation and experiment activities actively engage students and the activities are directly related to the learning resources. ...
One classic problem in science education that is still happening today is the lack of learners’ involvement in scientific activity. This may lead to not instilling positive scientific attitudes and the fostering of positive attitudes towards science is an important aspect that could promote greater interest towards science. The Take-Home-Experiment strategy is an attempt to implement an alternative strategy to ascertain whether its implementation promotes a positive attitude towards science among lower secondary school students. A quasi-experimental design was used to determine the effect of the T-H-E strategy on students' scientific attitudes. A total of 151 students in Form 2 from a lower secondary school at Pekanbaru Indonesia were divided into three groups: T-H-E group, Laboratory-Experimental group and Conventional group. The research used a questionnaire instrument on scientific attitude which consisted of 31 items with a Cronbach alpha reliability index of 0.68. The result of a one-way ANOVA shows that there was a significant difference in scientific attitude of students among these 3 groups. The mean score (mean = 3.21) for scientific attitude of the T-H-E group was higher compared to both the laboratory-experimental group (mean = 3.07) and the conventional group (mean = 2.91). This research found that the use of the Take-Home-Experiment strategy in teaching science has the potential to enhance lower secondary school students’ scientific attitude. Keywords: scientific approach, teaching science, scientific attitude, Take-Home-Experiment.
... Several prior studies in physics education research have examined students' perceptions of measurements and uncertainty in physics laboratory courses [22,[29][30][31]. Those studies focused on students' conceptual understanding of uncertainty in various levels of physics laboratory courses as well as instructional strategies to improve their understanding. ...
We investigated physics students’ epistemological views on measurements and validity of experimental results. The roles of experiments in physics have been underemphasized in previous research on students’ personal epistemology, and there is a need for a broader view of personal epistemology that incorporates experiments. An epistemological framework incorporating the structure, methodology, and validity of scientific knowledge guided the development of an open-ended survey. The survey was administered to students in algebra-based and calculus-based introductory physics courses, upper-division physics labs, and physics Ph.D. students. Within our sample, we identified several differences in students’ ideas about validity and uncertainty in measurement. The majority of introductory students justified the validity of results through agreement with theory or with results from others. Alternatively, Ph.D. students frequently justified the validity of results based on the quality of the experimental process and repeatability of results. When asked about the role of uncertainty analysis, introductory students tended to focus on the representational roles (e.g., describing imperfections, data variability, and human mistakes). However, advanced students focused on the inferential roles of uncertainty analysis (e.g., quantifying reliability, making comparisons, and guiding refinements). The findings suggest that lab courses could emphasize a variety of approaches to establish validity, such as by valuing documentation of the experimental process when evaluating the quality of student work. In order to emphasize the role of uncertainty in an authentic way, labs could provide opportunities to iterate, make repeated comparisons, and make decisions based on those comparisons.
... Hasil kajian Ergul (2011) mendapatkan bahwa pengalaman langsung (hands-on activity) siswa dalam pengajaran berbasis pendekatan inkuiri akan meningkat kan sikap saintifik dan keterampilan proses sains serta memberikan kontribusi positif terhadap prestasi akademik sains, literasi sains, dan sikap terhadap sains. Sementara itu, Trumper (2002) mengatakan bahwa pembelajaran sains tak mungkin dilakukan tanpa kerja praktikum atau kerja lapangan. ...
Kit take home experiment ini dikembangkan untuk membantu para siswa SLTP dalam membangunketerampilan saintifik dan sikap saintifik mereka. Keterampilan saintifik dan sikap saintifik ini hanya dapatdilatihkan kepada siswa melalui kegiatan yang memberikan pengalaman langsung yang dalam hal ini adalahpengamatan dan eksperimen. Menggunakan kit eksperimen sains sederhana yang dikembangkan dalampenelitian ini, diharapkan siswa dapat melakukan pengamatan dan eksperimen sains di rumah merekamasing-masing kapanpun mereka mau dan tidak perlu dibatasi oleh dinding-dinding laboratorium. Langkahlangkaheksperimen yang telah mereka jalankan dan hasil eksperimen yang mereka dapatkan selanjutnyaakan didiskusikan di dalam kelas di bawah bimbingan guru. Tujuan penelitian ini adalah untukmengembangkan kit cahaya dan optik yang dapat digunakan siswa untu berkesperimen di rumah.Pengembangan kit THE ini menggunakan sistem pengembangan desains instruksional model ADDIE yangmeliputi: analysis, design, development, implementation, dan evaluation. Kit take home experiment ini telahmelalui tahapan penilaian pakar dan uji coba kepraktisan.Kata Kunci: cahaya dan optik, kit take home experiment, keterampilan saintifik, sikap saintifik
... Its main activity practice in direct labor process [5]. Experience in the laboratory is the core process of learning science [6]. Practicum can be implemented optimally if it is supported by various components, such as school regulation, teacher competence, and laboratory preperation. ...
... Algunos investigadores en enseñanza de la física aseguran que el trabajo de laboratorio de esta disciplina no solo forma parte importante en el aprendizaje de los conceptos (Tsai, 1999;Trumper, 2002Trumper, , 2003Wang y Coll, 2005) sino que permite desarrollar diferentes habilidades científicas. Por ejemplo, Trumper (2002) asegura que una de estas competencias podría estar relacionada con el hecho de que los estudiantes deben estar conscientes de que los datos numéricos experimentales solo tienen sentido cuando se toma en cuenta la precisión con la que estos son tomados. ...
... Algunos investigadores en enseñanza de la física aseguran que el trabajo de laboratorio de esta disciplina no solo forma parte importante en el aprendizaje de los conceptos (Tsai, 1999;Trumper, 2002Trumper, , 2003Wang y Coll, 2005) sino que permite desarrollar diferentes habilidades científicas. Por ejemplo, Trumper (2002) asegura que una de estas competencias podría estar relacionada con el hecho de que los estudiantes deben estar conscientes de que los datos numéricos experimentales solo tienen sentido cuando se toma en cuenta la precisión con la que estos son tomados. Al respecto, Sebastia (1987) había comentado que el laboratorio, además de ilustrar el contenido de las clases y de enseñar técnicas experimentales, debería promover actitudes científicas. ...
En el contexto educativo, el laboratorio juega un papel importante en el aprendizaje de habilidades científicas. En la presente investigación, con base en los géneros discursivos propuestos por Bajtín, se analiza la manera en que un equipo de tres estudiantes de ingeniería escribe dos reportes de laboratorio. Las prácticas corres-pondientes a estos reportes fueron rediseñadas con base en el sistema Investigative Science Learning Environment (ISLE). El análisis muestra una mejoría de los estudiantes respecto de la manera de reportar las conclusiones de la segunda práctica. Al final del artículo, se mencionan algunas implicaciones para la enseñanza de la Física y su relación con el laboratorio.
