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Laboratory preparation questionnaires as a tool for the implementation of the Just in Time
Teaching in the Physics I laboratories: Research training
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2017 J. Phys.: Conf. Ser. 850 012015
(http://iopscience.iop.org/1742-6596/850/1/012015)
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5th Colombian Conference of Engineering Physics (V CNIF) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 850 (2017) 012015 doi :10.1088/1742-6596/850/1/012015
Laboratory preparation questionnaires as a tool for
the implementation of the Just in Time Teaching in
the Physics I laboratories: Research training
David A. Miranda , Melba J. Sanchez and Oscar M. Forero
Universidad Industrial de Santander, Cr 27 Cll 9, Bucaramanga, Colombia
E-mail: dalemir@uis.edu.co
Abstract.
The implementation of the JiTT (Just in Time Teaching) strategy is presented to increase
the previous preparation of students enrolled in the subject Physics Laboratory I offered at the
Industrial University of Santander (UIS), Colombia. In this study, a laboratory preparation
questionnaire (CPL) was applied as a tool for the implementation of JiTT combined with
elements of mediated learning. It was found that the CPL allows to improve the students’
experience regarding the preparation of the laboratory and the development of the experimental
session. These questionnaires were implemented in an academic manager (Moodle) and a
web application (lab.ciencias.uis.edu.co) was used to publish the contents essential for the
preparation of the student before each practical session. The most significant result was that the
students performed the experimental session with the basic knowledge to improve their learning
experience.
1. Introduction
In the last years, the university education system has presented a change in its politics
restructuring the traditional approach based on the passive transmission of knowledge, to move
towards a comprehensive training approach that promotes competencies for life and contains
multiple dimensions of knowledge [1]. In the year 2008, the Ministry of National Education of
Colombia formulated the generic competences in higher education institutions.
For this reason, educations institutions have sought to incorporate Information and
Communication Technologies (ICTs) into teaching-learning processes to improve the quality
of teaching. However, despite the increased availability of technological resources in educational
establishments, also, it has been shown that several teaching practices with ICT resources do
not represent an advance, innovation or improvement of the traditional practices [2].
Several authors have reported their experiences with different pedagogical models for teaching
science, one of which are inductive methods that include discovery-based, research-based,
problem-based, project-based, case-based, and Teaching at the time, Just in Time Teaching
(JiTT) [3, 4, 5]. A particular case of study is the JiTT proposed by Professor Gregor Novak.
JiTT uses active learning and ICTs as the principal elements of the teaching strategy. Using this
approach, Professor Novak observed a real change in the student’s interest in learning physics
[6] with a 40% reduction in students drop out in comparison with traditional methodologies
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5th Colombian Conference of Engineering Physics (V CNIF) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 850 (2017) 012015 doi :10.1088/1742-6596/850/1/012015
[7]. This strategy has also been implemented for the teaching of sciences such as chemistry,
mathematics, economy, among others [8, 9].
The need for a research training strategy in the ”Universidad Industrial de Santander” (UIS)
was evident at 2013 because the self-assessment process performed to institutional accreditation.
This process has shown the research training, given to bachelor students, as the lowest indicator
in all the auto-evaluation process [10]. Another important factor that motivated the change
in didactic strategy was the high index of desertion in the first levels. The development
of investigative competencies implies the strengthening of skills to observe, ask experiment,
interpret information, teamwork, appropriate use of technology, write reporting, order and
systematize the investigative actions, publication, and knowledge management [11]. Because
of this the Academic Vicerrectory, the Sciences Deanship and mainly the Physics School at UIS
proposed a project in the year 2015 to improve the research training, with the objective to
improve the education quality.
This study has the objective of innovating teaching and learning processes for the students
enrolled in the Science and Engineering faculty programs through the Just in Time Teaching
(JiTT) methodology to research training throw. The project started in the second academic
semester of 2015 with the enrolment of all Physics I laboratory classes [12]. The methodology
implemented encompasses three pedagogical strategies: active learning, mediated learning
and just in time teaching in physics laboratories. In this paper, we describe the second
implementation and some results of such strategies in the first semester of 2016.
2. Methodology
The implementation in the first academical semester of 2016 included 11 teachers and all the
students taking Physics I laboratory class. Approximately 88% of the population (352 students)
taking the class were surveyed. The Physics I laboratory course has a theoretical and an
experimental component. Independent programs and teachers handle each of this components.
The signature corresponds to the 20% of the class grading. This signature is graded as follows:
Table 1. Physics I laboratory grading.
C omponent P ercentage
Laboratory Preparation Questionnaires (CPL) 30%
Laboratory Reports (I) 40%
Final Project (Ω) 30%
The methodology consists of two parts, first out of the class (didactic) and second in the
class.
2.1. Didactic or out of the class component
To prepare the practical sessions, a set of laboratory preparation questionnaires (CPL)
were proposed to the students, where the JiTT strategy and mediated learning elements
were implemented, all of this via the Moodle platform (tic.uis.edu.co) and the web app
lab.ciencias.uis.edu.co for the content management. The CPL are a new tool that mixes the
JiTT strategy with mediated learning based on ICTs. The JiTT consists of asking open
questions to motivate student introspection. The mediated learning component consists of closed
(mediation) questions related to the preparation of the laboratory. The mediation (closed)
3
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5th Colombian Conference of Engineering Physics (V CNIF) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 850 (2017) 012015 doi :10.1088/1742-6596/850/1/012015
questions focus on the most important aspects to be taught during the lab while the JiTT
questions aim at the identification of student argumentation. In particular, the closed questions
were focused on equipment utilization and basic theoretical concepts and the JiTT questions in
the experimental methodology to be implemented in the laboratory room. For the preparation
of a practical session, each student was asked to review the published material in the web
platform, which included projects, videos, equipment usage tutorials, and methodology related
to the experiments carried out in the particular laboratory. The CPL were available 36 hours
before the lab class in agreement with JiTT. The Moodle platform automatically graded the
closed questions, and the teacher reviewed the JiTT questions.
2.2. In the class component
Based on the results of the out of the class component, the professor, at the beginning of the
lessons, reinforced theoretical concepts that were found not to be adequately understood by
the students, as the JiTT suggest. Following, the students proceed with the experiments more
quickly given the previously (out of class) review of lab equipment, procedures, methodology,
and other skill to perform their laboratory practice.
3. Measurement tool
At the end of the semester, an anonymous on-line survey for the students and professors was
used to evaluate the impact of the strategies implementation.
Figure 1. Summary of the question:
Do you consider appropriate research
projects?
Figure 2. Summary of the question:
How would you rank the use of Moodle
platform in the laboratory?
3.1. Results
The survey at the end of the semester attended two purposes: first, to evaluate the student’s
acceptation level of the proposed methodology and second, to determine the improvement of
the research training. The sample consisted of 88% of all the students taking the class and
all the professors during this period. The results, collected via the Moodle platform, shown
an improvement in the research training in the sense that student considered appropriated the
research projects (figure 1) and the comments of the teachers with more than two years imparting
the course. The acceptation of the methodology was very confident (figure 2). 91.8% of the
students thought the platform useful for the strength hen of their research skills. Additionally,
the majority of the students believed that the methodology optimizes the use of time allowing
the execution of the experiments during the first two hours of the lab session (figure 3). The
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5th Colombian Conference of Engineering Physics (V CNIF) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 850 (2017) 012015 doi :10.1088/1742-6596/850/1/012015
implementation of the CPL allowed identifying theoretical concepts not properly understood
by the students; the teacher explained such concepts during the lab sessions. The professors
noticed a real students change of attitude regarding the experimentation of theoretical concepts
and more interested in its performing.
The use of open questions (JiTT) shown improvements related to deeper thinking in the
students. However, some difficulties related to the preparation of lab reports and results
interpretation were detected (figure 4). These problems were considered for the next phase of
the project. Finally, related to the Moodle platform, problems were found related to students or
theachers using it for the first time and repeated server failures. To solve the issues associated
with the use of Moodle a training program was created by CEDEUIS. Regarding the server
failures, the university will implement improvements to the ICT infrastructure.
Figure 3. Summary of the question: Do
you consider two hours is sufficient time
for the lab session?
Figure 4. Summary of the question:
After finishing the lab experiments, is it
clear how to develop the lab report?
4. Conclusions
With the implementation of the methodology described in this paper, we observe an improvement
in research training in the Physics I laboratories of the ”Universidad Industrial de Santander”.
In particular, the development and implementation of the CPL allowed identifying theoretical
concepts not properly understood by the students while preparing a lab session. In general,
the methodology strengthened the teaching/learning process. However, issues related to
data interpretation and results synthesis were found. These problems have been taking into
consideration for the implementation of the methodology in the Physics Lab for the follow
academical semester.
5. Acknowledgments
We are grateful to teachers and students of the laboratories of Physics at UIS that participate
in the execution of the project.
References
[1] Trujillo F 2011 “Enfoque de competencias en la educaci´on: del conocimiento al uso y apropiaci´on. Gesti´on
de conocimiento” (Ministerio de Educaci´on Nacional, Rep´ublica de Colombia)
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studies of ICT impact on schools in Europe Tech. rep. European Schoolnet URL
http://insight.eun.org/shared/data/pdf/impact study.pdf
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5th Colombian Conference of Engineering Physics (V CNIF) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 850 (2017) 012015 doi :10.1088/1742-6596/850/1/012015
[3] Draper A J 2004 Journal of Chemical Education 81 221
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http://posgradoseeie.uis.edu.co/boletines/trabajoscogestec2016.pdf
