Two decades of inquiry-oriented learning in first year undergraduate physics laboratories: an Australian Experience

Kirkup, L

Two decades of inquiry-oriented learning in first year undergraduate physics laboratories: an Australian Experience

Kirkup, L

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Publisher:: Emerald
Publication Type:: Chapter
Citation:: Inquiry-Based Learning for Science, Technology, Engineering, and Math (STEM) Programs A Conceptual and Practical Resource for Educators, 2015, pp. 41 - 58
Issue Date:: 2015-10-16

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Field	Value	Language
dc.contributor.author	Kirkup, L	en_US
dc.contributor.editor	Blessinger, P	en_US
dc.contributor.editor	Carfora, JM	en_US
dc.date.available	2020-05-25T19:18:59Z
dc.date.issued	2015-10-16	en_US
dc.identifier.citation	Inquiry-Based Learning for Science, Technology, Engineering, and Math (STEM) Programs A Conceptual and Practical Resource for Educators, 2015, pp. 41 - 58	en_US
dc.identifier.isbn	1784418501	en_US
dc.identifier.isbn	9781784418502	en_US
dc.identifier.uri	http://hdl.handle.net/10453/41531
dc.description.abstract	A review of the first year physics laboratory program in 1991 at the University of Technology, Sydney (UTS) revealed that student laboratory experiences did not: resemble the practice of physicists; give a realistic picture of the contribution of physics to everyday life, or; enhance students’ capabilities of broad value, such as their communication skills. Physics academics at UTS committed themselves to reforming students’ laboratory experiences with inquiry-oriented learning as a centre-piece of the reform. This chapter explores the drivers that led to the reconceptualization of the role of the laboratory in the undergraduate curriculum and the strategies and processes we adopted over more than 20 years to embed inquiry-oriented activities into first year physics laboratory programs.	en_US
dc.publisher	Emerald	en_US
dc.relation.ispartof	Inquiry-Based Learning for Science, Technology, Engineering, and Math (STEM) Programs A Conceptual and Practical Resource for Educators	en_US
dc.relation.isbasedon	10.1108/S2055-364120150000004003	en_US
dc.rights	This article is (c) Emerald Group Publishing and permission has been granted for this version to appear here - https://dx.doi.org/10.1108/S2055-364120150000004003. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited.	en_US
dc.title	Two decades of inquiry-oriented learning in first year undergraduate physics laboratories: an Australian Experience	en_US
dc.type	Chapter
utslib.location	UK	en_US
utslib.for	0299 Other Physical Sciences	en_US
utslib.for	1302 Curriculum and Pedagogy	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.consider-herdc	true	en_US
pubs.place-of-publication	UK	en_US
pubs.publication-status	Published	en_US

Abstract:

A review of the first year physics laboratory program in 1991 at the University of Technology, Sydney (UTS) revealed that student laboratory experiences did not: resemble the practice of physicists; give a realistic picture of the contribution of physics to everyday life, or; enhance students’ capabilities of broad value, such as their communication skills. Physics academics at UTS committed themselves to reforming students’ laboratory experiences with inquiry-oriented learning as a centre-piece of the reform. This chapter explores the drivers that led to the reconceptualization of the role of the laboratory in the undergraduate curriculum and the strategies and processes we adopted over more than 20 years to embed inquiry-oriented activities into first year physics laboratory programs.

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http://hdl.handle.net/10453/41531