Abstract Archive Detail
Conversion to Guided Inquiry Laboratories in Introductory Physics Courses
Abstract
Georgia Southern recently converted its introductory physics courses into a new format-- integrating lecture and laboratory courses into a single course in which most of the class time is devoted to inquiry-based learning. During the conversion period, the effects of traditional and inquiry-based laboratories on student learning were assessed, primarily focusing on problem-solving skills. Traditional laboratory students continued to use the departmental laboratory manual, which was very "cook-book" in nature, while inquiry-based students completed guided inquiry laboratories. Assessment included identical post-laboratory quizzes completed by students in both courses immediately following select laboratory exercises over a two-semester period. Post-laboratory quizzes were evaluated using a problem-solving rubric that focused on the following categories: useful description, physics approach, specific application of physics, mathematical procedures, and logical progression. Results indicated inquiry-based students performed much better on the post-laboratory quizzes than students in traditional laboratories.
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