Using action research to improve learning and formative assessment to conduct research
Name
e010109.pdf
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138.96 KB
Format
Adobe PDF
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Author(s)
Etkina, Eugenia
Karelina, Anna
Murthy, Sahana
Ruibal-Villasenor, Maria
Date Issued
June 2009
Journal
Physical Review Special Topics. Physics Education Research
Publisher
American Physical Society
Citation
Etkina, Eugenia et al. “Using action research to improve learning and formative assessment to conduct research.” Physical Review Special Topics - Physics Education Research 5.1 (2009): 010109. © 2009 The American Physical Society.
Version
Final published version
Abstract
The paper reports on how educational research informed and supported both the process of refinement of introductory physics laboratory instruction and student development of scientific abilities. In particular we focus on how the action research approach paradigm combined with instructional approaches such as scaffolding and formative assessment can be used to design the learning environment, investigate student learning, revise curriculum materials, and conduct subsequent assessment. As the result of the above efforts we found improvement in students’ scientific abilities over the course of three years. We suggest that the process used to improve the curriculum under study can be extended to many instructional innovations.
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Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
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DOI of Published Version
http://dx.doi.org/10.1103/PhysRevSTPER.5.010109
