Students perceived a jump in accountable disciplinary knowledge in the advanced laboratory, describing more authentic, less prescribed work than in previous labs¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Student interviewees described AdLab as having less hand-holding, more freedom, and work resembling a professional setting compared with previous laboratory courses. → Irving 2013

Evidence¶

Irving 2013¶

Irving, P. W., & Sayre, E. C. (2013). Conditions for building a community of practice in an advanced physics laboratory. https://arxiv.org/abs/1312.1953 doi:10.48550/arxiv.1312.1953

q2 · i? · the article prints no effect size for this finding · qualitative · r3

Semi-structured interview data from AdLab students at the 10-week point. Tom's quote is one of several (Matt, Laura, Toby) in which students "clearly perceived a jump in the level of the material and what was expected of them".

"The labs are more complex and more interesting. A lot less hand holding. There more enjoyable and they are actually looking at phenomena that I am interested in"

Discussion¶

Related Claims¶

• Time spent in inter-group interactions increased substantially over the semester in the advanced laboratory course — related
• The quality of inter-group interactions shifted from brief, superficial exchanges to long, detailed, collaborative discussions as community norms were negotiated — related
• Students reported that the virtual-lab lesson made learning fun, helped them figure out concepts themselves, and supported thinking like real scientists — related
• In a qualitative pilot with 10 speech-language pathology graduate students, most felt the Simucase assessment cases lacked authenticity because they included too few behavioral modifications — related
• Each form of accountability can produce favorable or unfavorable effects — a broader claim this one bears on
• Students avoided metaphorical visualizations they perceived as childish or insufficiently rigorous, signaling disciplinary legitimacy concerns even when the tools could help them — related