Masters Thesis

Efficacy of a Physics Laboratory Model Centered on Scientific Reasoning

This research is a study on the effects of a newly developed laboratory model on student performance in introductory calculus-based physics at California State University, Fresno. The study investigated how scientific reasoning, statistical analysis, and conceptual knowledge were impacted during the Fall 2018 semester. Students were grouped into treatment groups (students enrolled in the lab sections with the new lab model) or control groups (students enrolled in the lab sections with the traditional lab model). Students’ scientific reasoning and statistical analysis skills were assessed by comparing pre- and post-project scores on a multiple-choice survey of scientific reasoning skills called iSTAR. Students’ conceptual knowledge was assessed by comparing the performance on the Force Concept Inventory (FCI) and a common final exam. Using the method of hypothesis testing of a two-sample t-test, this study found that there was insufficient statistical evidence to establish a correlation between the new laboratory model and students’ scientific reasoning, statistical analysis, and conceptual knowledge development; however, there is enough statistical evidence to encourage future studies to be conducted by increasing the sample size as well as by diversifying the number of lecturers involved in the study.

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