Designing better student learning in physics

Maria Parappilly, John Daicopoulos, David Blair, Derek Leinweber, Jasmina Lazendic-Gallowaya, Alex Foppoli

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

This year our discipline day will focus on discussions covering: laboratory teaching in physics, the Einstein-First project, and delivering a third-year course in Computational Physics.

Our first session begins with an overview of an informal approach to project-based learning in a first-year physics lab. Over three years James Cook University Physics has taken an informal approach to merge Project-Based Learning (PBL) with a skills-based laboratory subject. The students in this class are set a task of choosing an experiment out-of-the-box then using PBL to achieve its expected function. They need to learn the operation of every piece, collector design missing pieces, calibrate as necessary, and complete the experiment. A logbook and short presentation completes the activity.
Original languageEnglish
Title of host publicationProceedings of The Australian Conference on Science and Mathematics Education
Pages111
Number of pages1
Publication statusPublished - Sep 2018
EventThe Australian Conference for Science and Mathematics Education (ACSME) 2018 - Flinders University, Adelaide, Australia
Duration: 26 Sep 201828 Sep 2018

Conference

ConferenceThe Australian Conference for Science and Mathematics Education (ACSME) 2018
Country/TerritoryAustralia
CityAdelaide
Period26/09/1828/09/18

Keywords

  • project based learning
  • design labs
  • first year physics
  • third year physics
  • physics education
  • computational physics
  • teaching practices
  • LEGO

Fingerprint

Dive into the research topics of 'Designing better student learning in physics'. Together they form a unique fingerprint.

Cite this