Dehui Hu|Benjamin M. Zwickl
Examining students’ views about validity of experiments: From introductory to Ph.D. students
Rochester Institute of Technology|Rochester Institute of Technology
investigated physics students epistemological views measurements validity experimental results roles experiments physics underemphasized previous research students personal epistemology need broader view personal epistemology incorporates experiments epistemological framework incorporating structure methodology validity scientific knowledge guided development openended survey survey administered students algebrabased calculusbased introductory physics courses upperdivision physics labs physics phd students within sample identified several differences students ideas validity uncertainty measurement majority introductory students justified validity results agreement theory results others alternatively phd students frequently justified validity results based quality experimental process repeatability results asked role uncertainty analysis introductory students tended focus representational roles eg describing imperfections data variability human mistakes however advanced students focused inferential roles uncertainty analysis eg quantifying reliability making comparisons guiding refinements findings suggest lab courses could emphasize variety approaches establish validity valuing documentation experimental process evaluating quality student work order emphasize role uncertainty authentic way labs could provide opportunities iterate make repeated comparisons make decisions based comparisonsreceived 22 august 2017doihttpsdoiorg101103physrevphyseducres14010121published american physical society terms creative commons attribution 40 international license distribution work must maintain attribution authors published articles title journal citation doipublished american physical societyphysics subject headings physhresearch areasepistemology attitudes beliefsphysics education research