Non-physics peer demonstrators in undergraduate laboratories: A study of students' perceptions

Braun, M; Kirkup, L

Non-physics peer demonstrators in undergraduate laboratories: A study of students' perceptions

Braun, M

Kirkup, L

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Publication Type:: Journal Article
Citation:: European Journal of Physics, 2015, 37 (1)
Issue Date:: 2015-12-09

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Field	Value	Language
dc.contributor.author	Braun, M https://orcid.org/0000-0001-8908-5546	en_US
dc.contributor.author	Kirkup, L	en_US
dc.date.available	2020-05-25T19:03:04Z
dc.date.issued	2015-12-09	en_US
dc.identifier.citation	European Journal of Physics, 2015, 37 (1)	en_US
dc.identifier.issn	0143-0807	en_US
dc.identifier.uri	http://hdl.handle.net/10453/41160
dc.description.abstract	© 2016 IOP Publishing Ltd. Laboratory demonstrators play a crucial role in facilitating students' learning in physics subjects. Inspired by the success of peer-led activities, we introduced peer demonstrators to support student learning in first-year physics subjects that enrol students not intending to major in physics. Surveys were administered to 1700 students over 4 years in four subjects to examine student perceptions of how demonstrators assisted them in the laboratory. Scores awarded to peer demonstrators by students were no lower than those awarded to demonstrators traditionally employed in the first year physics laboratory. These latter demonstrators were drawn mainly from the ranks of physics research students. The findings validate the recruitment of peer demonstrators and will be used to inform the recruitment and support programmes for laboratory demonstrators.	en_US
dc.relation.ispartof	European Journal of Physics	en_US
dc.relation.isbasedon	10.1088/0143-0807/37/1/015703	en_US
dc.subject.classification	General Physics	en_US
dc.title	Non-physics peer demonstrators in undergraduate laboratories: A study of students' perceptions	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	37	en_US
utslib.for	0203 Classical Physics	en_US
utslib.for	0204 Condensed Matter Physics	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Mathematical and Physical Sciences
utslib.copyright.status	open_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	37	en_US

Abstract:

© 2016 IOP Publishing Ltd. Laboratory demonstrators play a crucial role in facilitating students' learning in physics subjects. Inspired by the success of peer-led activities, we introduced peer demonstrators to support student learning in first-year physics subjects that enrol students not intending to major in physics. Surveys were administered to 1700 students over 4 years in four subjects to examine student perceptions of how demonstrators assisted them in the laboratory. Scores awarded to peer demonstrators by students were no lower than those awarded to demonstrators traditionally employed in the first year physics laboratory. These latter demonstrators were drawn mainly from the ranks of physics research students. The findings validate the recruitment of peer demonstrators and will be used to inform the recruitment and support programmes for laboratory demonstrators.

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http://hdl.handle.net/10453/41160