Distinguishing classroom and research contexts in survey questions was a key outcome of student validation interviews¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Without specification, the term experiment evoked varied contexts for students, so paired questions clarifying classroom versus research contexts were added. → Zwickl 2013

Evidence¶

Zwickl 2013¶

Zwickl, B. M., Hirokawa, T., Finkelstein, N., & Lewandowski, H. J. (2013). Development and results from a survey on students views of experiments in lab classes and research. https://arxiv.org/abs/1307.5760 doi:10.48550/arxiv.1307.5760

q2 · i? · the article prints no effect size for this finding · design · r2

Finding from the 42 student validation interviews described in the design and validation section. Interviews also led to wording revisions minimizing technical jargon, such as simplifying "doing error analysis" to "calculating uncertainties."

"Without specification, the term "experiment" evoked a variety of reasonable contexts, including in-class demonstrations, prior experiences in high school science labs, science fairs, undergraduate research experiences, and professional experiments like the Large Hadron Collider."

Discussion¶

Related Claims¶

• E-CLASS statements were validated through 42 student interviews and expert responses from 23 faculty and instructors — related
• Students show a large epistemological split between classroom and research contexts on thinking up their own questions
• Asking questions is a valued scientific practice: all 23 experts agreed it is a key aspect of scientific research — related