Résumés
Abstract
In this article, we examine whether an inquiry-based, hands-on physics lab can be delivered effectively as a distance lab. In science and engineering, hands-on distance labs are rare and open-ended project labs in physics have not been reported in the literature. Our introductory physics lab at a large Canadian research university features hands-on experiments that can be performed at home with common materials and online support, as well as a capstone project that serves as the main assessment of the lab. After transitioning the lab from face-to-face instruction to a distance format, we compared the capstone project scores of the two lab formats by conducting an analysis of variance, which showed no significant differences in the overall scores. However, our study revealed two areas that need improvements in instruction, namely data analysis and formulating a clear goal or research question. Focus group interviews showed that students in the distance lab did not perceive the capstone project as authentic science and that they would have preferred a campus lab format. Overall our results suggest that the distance project lab discussed here might be an acceptable substitute for a campus lab and might also be suitable for other distance courses in science.
Keywords:
- distance education,
- higher education,
- online learning,
- introductory physics,
- smartphone physics,
- hands-on experiments,
- distance labs,
- capstone project
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- Abbott, H. (1998). Action@Distance: Using web and take-home labs. The Physics Teacher, 36(7), 399-402. doi: 10.1119/1.879904
- Al-Shamali, F., & Connors, M. (2010). Low-cost physics home laboratory. In D. Kennepohl & L. Shaw (Eds.), Accessible elements: Teaching science online and at a distance (pp. 83-108). Edmonton, AB: AU Press.
- American Association of Physics Teachers (1998). Goals of the introductory physics laboratory. American Journal of Physics, 66, 483-485. doi: 10.1119/1.19042
- American Association of Physics Teachers (2014). AAPT recommendations for the undergraduate physics laboratory curriculum. Retrieved from American Association of Physics Teachers website: https://www.aapt.org/Resources/upload/LabGuidlinesDocument_EBendorsed_nov10.pdf
- Brewer, S. E., Cinel, B., Harrison, M., & Mohr, C. L. (2013). First year chemistry laboratory courses for distance learners: Development and transfer credit acceptance. International Review of Research in Open and Distributed Learning, 14(3), 488-507. doi: 10.19173/irrodl.v14i3.1446
- Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218-237. doi: 10.1016/j.compedu.2015.07.003
- Cancilla, D. A., & Albon, S. P. (2008). Reflections from the Moving the Laboratory Online workshops: Emerging themes. Journal of Asynchronous Learning Networks, 12(3-4), 53-59. Retrieved from https://eric.ed.gov/?id=EJ837503
- Casanova, R. S., Civelli, J. L., Kimbrough, D. R., Heath, B. P., & Reeves, J. H. (2006). Distance learning: A viable alternative to the conventional lecture-lab format in general chemistry. Journal of Chemical Education, 83(3), 501-507. doi: 10.1021/ed083p501
- Etkina, E., Murthy, S., & Zou, X. (2006). Using introductory labs to engage students in experimental design. American Journal of Physics, 74, 979-986. https://doi.org/10.1119/1.2238885
- Hallyburton, C.L., & Lunsford, E. (2013). Challenges and opportunities for learning biology in distance-based settings. Bioscene: Journal of College Biology Teaching, 39(1), 27-33. Retrieved from https://eric.ed.gov/?id=EJ1020526
- Holmes, N. G., & Wieman, C. E. (2018). Introductory physics labs: We can do better. Physics Today, 71(1), 38. doi: 10.1063/PT.3.3816
- Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91, 36-74. doi: 10.1002/sce.20173
- Kennepohl, D. (2009). Science online and at a distance. American Journal of Distance Education, 23(3), 122-124. doi: 10.1080/08923640903080703
- Klahr, D., Triona, L. M., & Williams, C. (2007). Hands on what? The relative effectiveness of physical versus virtual materials in an engineering design project by middle school children. Journal of Research in Science Teaching, 44(1), 183-203. doi: 10.1002/tea.20152
- Lang, J. (2012). Comparative study of hands-on and remote physics labs for first year university level physics students. Transformative Dialogues: Teaching and Learning Journal, 6(1), 1-25. Retrieved from https://www.kpu.ca/sites/default/files/Teaching%20and%20Learning/TD.6.1.2_Lang_Comparative_Study_of_Physics_Labs.pdf
- Lyall, R., & Patti, A. F. (2010). Taking the chemistry experience home—Home experiments or "Kitchen Chemistry". In D. Kennepohl, & L. Shaw (Eds.), Accessible elements: Teaching science online and at a distance (pp. 83-108). Edmonton, AB: AU Press.
- Ma, J., & Nickerson, J. V. (2006). Hands-on, simulated, and remote laboratories: A comparative literature review. ACM Computing Surveys, 38(3), 1-24. doi: 10.1145/1132960.1132961
- Mawn, M. V., Carrico, P., Charuk, K., Stote, K. S., & Lawrence, B. (2011). Hands-on and online: scientific explorations through distance learning. Open Learning: The Journal of Open, Distance and e-Learning, 26(2), 135-146. doi: 10.1080/02680513.2011.567464
- Morgil, I., Gungor-Seyhan, H., Ural-Alsan, E., & Temel, S. (2008). The effect of web-based project applications on students' attitudes towards chemistry. Turkish Online Journal of Distance Education, 9(2), 220-237. Retrieved from https://files.eric.ed.gov/fulltext/ED501087.pdf
- National Science Teachers Association (2019). NSTA Position Statement: The Integral Role of Laboratory Investigations in Science Instruction. Retrieved from https://www.nsta.org/about/positions/laboratory.aspx
- Pyatt, K., & Sims, R. (2012). Virtual and physical experimentation in inquiry-based science labs: Attitudes, performance and access. Journal of Science Education and Technology, 21(1), 133-147. doi: 10.1007/s10956-011-9291-6
- Rieger, G. W., Sitwell, M., Carolan, J., & Roll, I (2014). A "flipped" approach to large-scale first-year physics labs, Physics in Canada 70 (2), 126-128. Retrieved from http://www.cwsei.ubc.ca/SEI_research/files/Physics/Rieger-etal_FlippedLabs_PiC2014.pdf
- Reif, F. & St. John, M. (1979). Teaching physicists' thinking skills in the laboratory. American Journal of Physics 47, 950-957. doi: 10.1119/1.11618
- Reuter, R. (2009). Online versus in the classroom: Student success in a hands-on lab class. Journal of Distance Education, 23(3), 1-17. doi: 10.1080/08923640903080620
- Rowe, R. J., Koban, L., Davidoff, A. J., & Thompson, K. H., (2017). Efficacy of online laboratory science courses. Journal of Formative Design in Learning, 2(1), 56-67. doi: 10.1007/s41686-017-0014-0
- Tatli, Z., & Ayas, A. (2012). Virtual chemistry laboratory: effect of constructivist learning environment. Turkish Online Journal of Distance Education, 13(1), 183-199. Retrieved January 14, 2019 from https://eric.ed.gov/?id=EJ976940
- Turner, J., & Parisi, A. (2008). A take-home physics experiment kit for on-campus and off-campus students. Teaching Science, 54(2), 20-23. Retrieved from https://eprints.usq.edu.au/4377/
- Waldrop, M. M. (2013). Education online: The virtual lab. Nature, 499(7458), 268-270. Retrieved from http://www.nature.com/news/education-online-the-virtuallab-1.13383
- Wieman, C. (2015). Comparative cognitive task analyses of experimental science and instructional laboratory courses. The Physics Teacher 53, 349. doi: 10.1119/1.4928349