Year: 2016
Type: article
Abstract: We explore the overlap of two nationally recognized learning outcomes for physics lab courses, namely, the ability to model experimental systems and the ability to troubleshoot a malfunctioning apparatus.Modeling and troubleshooting are both nonlinear, recursive processes that involve using models to inform revisions to an apparatus.To probe the overlap of modeling and troubleshooting, we collected audiovisual data from think-aloud activities in which eight pairs of students from two institutions attempted to diagnose and repair a malfunctioning electrical circuit.We characterize the cognitive tasks and model-based reasoning that students employed during this activity.In doing so, we demonstrate that troubleshooting engages students in the core scientific practice of modeling.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,000
Awards: Collaborative Research: Developing Metacognitive Activities and Assessments for Introductory and Upper-Division Physics, Research on learning and teaching at the physics-engineering interface: Thermodynamics and electronics, Incorporating Modeling into Upper-division Physics Labs, G5400456391, Maine Physical Sciences Curriculum Partnership: Research and Infrastructure for Ongoing Educational Improvement
OpenAlex ID: W2299486916