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  Session: Experimental Design at All Levels
  Paper Type: Contributed
  Title: Transforming Introductory Physics Labs: Implementing Scientific Reasoning Instruction*
  Meeting: 2018 Summer Meeting: Washington, DC
  Location: N/A
  Date:
  Time: 1:50PM
  Author: Larry J. Bortner,, University of Cincinnati,
5135562249, bortnelj@ucmail.uc.edu
  Co-Author(s): Kathleen Koenig,, Krista E. Wood,, Lei Bao,, Lindsay Owens,
  Abstract: Two general findings have spurred a change in the lab curriculum at the University of Cincinnati. One is that traditional introductory physics labs do not necessarily support student learning of lecture content. The other is that the critical thinking skills of college graduates are not necessarily enhanced as a result of their undergraduate studies. To increase the scientific reasoning skills of students, in 2014 we introduced the Inquiry for Scientific Thinking and Reasoning (iSTAR) labs that involve both a skills-based framework focused on specific reasoning domains and the deliberate practice of each. An example of how to use the iSTAR lab framework to transform a traditional lab to one that emphasizes scientific reasoning will be given. Challenges to implementation will be discussed including training instructors. Results will be shared for student improvement for ability to control variables, measured through staggered post-testing, which is useful in curriculum development.
  Footnotes: *This research is supported by NSF DUE-1431908.
  Presentation: AAPT Summer 2018 Bortner slides.pdf

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