Student ownership of projects in an upper-division optics laboratory course: A multiple case study of successful experiences
Student ownership of projects in an upper-division optics laboratory course: A multiple case study of successful experiences
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DOI：
10.1103/physrevphyseducres.13.020136
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发表时间：
2017-12-06
影响因子：
3.1
通讯作者：
Lewandowski, H. J.
中科院分区：
文献类型：
--
作者：
Dounas-Frazer, Dimitri R.;Stanley, Jacob T.;Lewandowski, H. J.
我们调查学生的主人翁意识的多周期末项目在高年级的光学实验室课程。使用多案例研究的方法，我们详细描述了三个学生的项目。个案内分析的重点是确定每个项目的关键问题，并按时间顺序对这些事件进行描述。跨案例分析的重点是确定紧急主题方面的五个维度的项目所有权：学生代理，教师指导，同行合作，兴趣和价值，情感反应。我们的内部和跨案例分析产生了三个主要发现。首先，将劳动分工与集体头脑风暴相结合可以帮助平衡学生代理，教师指导和同伴合作。第二，学生对项目的兴趣及其价值的感知会随着时间的推移而增加;学生对项目主题的最初兴趣并不是学生拥有项目的必要条件。第三，学生所有权的特点是情绪波动范围广泛，因为学生在长期的斗争和成功的时刻之间交替，而他们的项目工作。这些研究结果不仅延伸到一个新的教育领域，即高年级物理实验室的学生所有权的文献，他们也有具体的影响，为学生所有权是一个理想的学习成果课程的实验物理项目的设计。我们对课程和项目进行了足够详细的描述，以便其他人可以根据他们的具体情况调整我们的结果。
We investigate students' sense of ownership of multiweek final projects in an upper-division optics lab course. Using a multiple case study approach, we describe three student projects in detail. Within-case analyses focused on identifying key issues in each project, and constructing chronological descriptions of those events. Cross-case analysis focused on identifying emergent themes with respect to five dimensions of project ownership: student agency, instructor mentorship, peer collaboration, interest and value, and affective responses. Our within-and cross-case analyses yielded three major findings. First, coupling division of labor with collective brainstorming can help balance student agency, instructor mentorship, and peer collaboration. Second, students' interest in the project and perceptions of its value can increase over time; initial student interest in the project topic is not a necessary condition for student ownership of the project. Third, student ownership is characterized by a wide range of emotions that fluctuate as students alternate between extended periods of struggle and moments of success while working on their projects. These findings not only extend the literature on student ownership into a new educational domain-namely, upper-division physics labs-they also have concrete implications for the design of experimental physics projects in courses for which student ownership is a desired learning outcome. We describe the course and projects in sufficient detail that others can adapt our results to their particular contexts.