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Show THE UNIVERSITY OF UTAH UNDERGRADUATE STUDENT EXPERTS ON TEACHING PHYSICS LABS: MORE PAIN, MORE GAIN Eric Peterson (Matt DeLong) Department of Physics & Astronomy University of Utah Laboratory instruction has long been used as an opportunity to enhance learning. The goal of this study was to explore whether the instructional method used should depend on the course objectives or whether a most-effective method exists, subtly suggesting a one-size-fits-all approach to laboratory instruction. The course objectives of an advanced undergraduate physics laboratory course were analyzed and it seemed a problem-based instructional method might better match these objectives than the previous expository method. Previous versions of the experimental handouts were modified to contain guiding questions and basic equipment operating instructions as opposed to step-by-step procedures offered in previous expository approach. Each handout centered on a problem statement, which consisted of a physical model to be tested as well as a fundamental physical constant that was to be determined to some precision. Each student in the course was exposed twice to this problem-based approach as each was to complete two of these experiments over a six week period. At the end of the course, the students were given a non-traditional final exam in the form of an extensive course evaluation. It was concluded from these evaluations that these n e w handouts played in a major role in achieving the course objectives. Comparison to previous semesters showed that for our specific course and the degree of student maturity and commitment, the problem-based approach was more effective than the previous approach. Further research into laboratory instruction might show more definitively that the effectiveness of a certain instructional approach depends on the learning objectives of each individual course. Eric Peterson Matt DeLong 151 |