Hands-On Experiments in the Interactive Physics Laboratory: Students' Intrinsic Motivation and Understanding

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F18%3A10384723" target="_blank" >RIV/00216208:11320/18:10384723 - isvavai.cz</a>

Result on the web

<a href="https://ojs.cepsj.si/index.php/cepsj/article/view/319/268" target="_blank" >https://ojs.cepsj.si/index.php/cepsj/article/view/319/268</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.26529/cepsj.319" target="_blank" >10.26529/cepsj.319</a>

Result language

angličtina

Original language name

Hands-On Experiments in the Interactive Physics Laboratory: Students' Intrinsic Motivation and Understanding

Original language description

Experiments in different forms can certainly be suitable tools for increasing student interest in physics. However, educators continuously discuss which forms of experimenting (if any) are the most beneficial for these purposes. At the Faculty of Mathematics and Physics, Charles University, Prague, two different forms of physics experiments are offered to upper secondary students: hands-on experimental work in the Interactive Physics Laboratory, and physics demonstration shows where the students watch experiments conducted by a lecturer. Our research focuses primarily on student feedback about their immediate attitudes towards these two projects. Data collection was undertaken using questionnaire research based on the Intrinsic Motivation Inventory. This research was subsequently supplemented with a qualitative study examining the influence of students&apos; experimental work in the Interactive Physics Laboratory on their understanding of selected physics concepts. The results of the main research show that the two projects do not exhibit significant differences in terms of student interest and perceived usefulness; nevertheless, students felt the need for significantly more effort and experienced pressure during their work in the Interactive Physics Laboratory. One interesting finding, which goes against our original hypothesis, is that grades in physics are quite a strong predictor of students&apos; assessment of the projects: better grades indicate more positive assessment of both projects as well as less pressure felt during hands-on activities in the laboratory.

Czech name

—

Czech description

—

Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2018

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Center for Educational Policy Studies Journal

ISSN

1855-9719

e-ISSN

—

Volume of the periodical

8

Issue of the periodical within the volume

1

Country of publishing house

SI - SLOVENIA

Number of pages

21

Pages from-to

55-75

UT code for WoS article

—

EID of the result in the Scopus database

2-s2.0-85046544777