EFFECTS OF INQUIRY-BASED TEACHING ON CHINESE UNIVERSITY STUDENTS’ EPISTEMOLOGIES ABOUT EXPERIMENTAL PHYSICS AND LEARNING PERFORMANCE

Wei-Zhao Shi; Liping Ma; Jingying Wang

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EFFECTS OF INQUIRY-BASED TEACHING ON CHINESE UNIVERSITY STUDENTS’ EPISTEMOLOGIES ABOUT EXPERIMENTAL PHYSICS AND LEARNING PERFORMANCE

Title	EFFECTS OF INQUIRY-BASED TEACHING ON CHINESE UNIVERSITY STUDENTS’ EPISTEMOLOGIES ABOUT EXPERIMENTAL PHYSICS AND LEARNING PERFORMANCE
Publication Type	Journal Article
Year of Publication	2020
Authors	Shi, W-Z, Ma, L, Wang, J
Journal	Journal of Baltic Science Education
Volume	19
Issue	2
Start Page	289-297
Pagination	Continuous
Date Published	April/2020
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	epistemologies of experimental physics, inquiry-based teaching, physics education
Abstract	Students' epistemologies of experimental physics refer to how they understand the role of experimentation as well as the experimental operation and design and communication of results in physics. This research aimed to find whether students in inquiry-based physics laboratory activities show more expert-like epistemologies of experimental physics and better course performance relative to courses using cookbook guided laboratory activities. The participants consisted of two classes of students in a Chinese university. They were divided into control group and experimental group. The experimental group was taught with inquiry-based teaching, while the control group was using cookbook teaching. Each group was taught by the same lecturer. Colorado Learning Attitudes about Science Survey for Experimental Physics were used to investigate students’ epistemologies about the nature of experimental physics. It was found that students in a traditional cookbook guided laboratory showed significant negative shifts on personal epistemologies, and in contrast, students’ epistemologies of experimental physics in inquiry-based laboratory had been significantly improved. The increase of scores in the control group was higher than the experiment group on experimental physics learning performance. The results were slightly different from other studies, some possible explanations were given.
URL	http://oaji.net/articles/2020/987-1586941778.pdf
DOI	10.33225/jbse/20.19.289
Refereed Designation	Refereed
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