{"id":694065,"date":"2017-11-23T03:00:00","date_gmt":"2017-11-23T00:00:00","guid":{"rendered":"http:\/\/www.fyysika.ee\/?guid=baa0610876482da3916de5ef08cd6d3c"},"modified":"2017-11-23T03:00:00","modified_gmt":"2017-11-23T00:00:00","slug":"asking-the-next-generation-the-implementation-of-pre-university-students-ideas-about-physicslaboratory-preparation-exercises","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=694065","title":{"rendered":"Asking the next generation: the implementation of pre-university students\u2019 ideas about physics\r\nlaboratory preparation exercises"},"content":{"rendered":"<p>It was planned to introduce online pre-laboratory session activities to a first-year undergraduate<br \/>\nphysics laboratory course to encourage a minimum level of student preparation for experiments<br \/>\noutside the laboratory environment. A group of 16 and 17 year old laboratory work-experience<br \/>\nstudents were tasked to define and design a pre-laboratory activity based on experiments that they<br \/>\nhad been undertaking. This informed the structure, content and aims of the activities introduced to<br \/>\na first year physics undergraduate laboratory course, with the particular focus on practising the<br \/>\ndata handling. An implementation study showed how students could try to optimise high grades, rather<br \/>\nthan gain efficiency-enhancing experience if careful controls were not put in place by assessors.<br \/>\nHowever, the work demonstrated that pre-university and first-year physics students can take an<br \/>\nactive role in developing scaffolding activities that can help to improve the performance of those<br \/>\nthat follow their&#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>It was planned to introduce online pre-laboratory session activities to a first-year undergraduate<br \/>\nphysics laboratory course to encourage a minimum level of student preparation for experiments<br \/>\noutside the laboratory environment. A group of 16 and 17 &#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-694065","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/694065","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=694065"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/694065\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=694065"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=694065"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=694065"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}