Open-ended Laboratory Investigations in a High School Physics Course: The difficulties and rewards of implementing inquiry-based learning in a physics lab
Open-ended Laboratory Investigations in a High School Physics Course: The difficulties and rewards of implementing inquiry-based learning in a physics lab
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DOI：
10.1119/1.4849147
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
A. Szott
中科院分区：
文献类型：
--
作者：
A. Szott
通常是封闭式的。结果是提前知道的，学生会重复老师推荐的程序。多年来，我逐渐意识到允许学生在物理实验室自由研究所创造的巨大机会。我意识到，学生可以使用自己设计的程序自由进行研究的实验室环境可以为他们提供多样化和丰富的发现机会。本文描述了开放式实验室研究给我的高中物理课带来了什么。我将提供几个开放式实验室的例子，并讨论它们给学生和老师带来的好处。
often closed-ended. The outcomes are known in advance and students replicate procedures recommended by the teacher. Over the years, I have come to appreciate the great opportunities created by allowing students investigative freedom in physics laboratories. I have realized that a laboratory environment in which students are free to conduct investigations using procedures of their own design can provide them with varied and rich opportunities for discovery. This paper describes what open-ended laboratory investigations have added to my high school physics classes. I will provide several examples of open-ended laboratories and discuss the benefits they conferred on students and teacher alike.