2025
- Elements of proper conclusions
Physics Education. 60 (1)
Pols, C.F.J.
Investigating first-year physics students' ability to draw proper conclusions, we analysed 87 conclusions from the same experiment. Through rankings by teaching assistants we identified seven key elements of effective conclusions. These findings reveal a significant gap in students' skills, with about half of the conclusions deemed inadequate. This study underscores the necessity for targeted educational interventions to enhance conclusion-drawing capabilities in physics education. The set of seven elements might provide guidance to improve students' ability to draw proper conclusions.
- A hands-on activity to introduce the structure of NV-center quantum bits in diamond
Physics Education. 59 (4)
Ockhorst, R., Koopman, L., Pols, C.F.J.
For the start of a secondary school level lesson series on quantum computing, we designed a hands-on modeling activity where students construct a model diamond lattice with a nitrogen vacancy (NV) defect. NV centers find application as qubits and sensitive magnetometers. This activity aims to help students visualize the structure of such NV centers within the diamond lattice, making the subject matter more tangible. The activity has proven to be challenging but feasible. It features both collaborative and competitive elements thereby surely creating an energizing buzz in the classroom. - The Vitruvian Man: An Introduction to Measurement and Data Analysis
The Physics Teacher. 62
Pols, C.F.J.
Valuable learning objectives of (experimental) physics education include developing in students the ability to design adequate methods and procedures, analyze data, and draw appropriate conclusions, including the specification of limitations to the validity. We have specified these learning goals as the understandings of evidence (UoE) —insights and views that an experimental researcher relies on in constructing and evaluating scientific evidence. To build a foundation on which we can further develop these insights in my first-year physics lab course, I have redesigned an activity that is part of a teaching–learning sequence on scientific inquiry in secondary education. With this activity, deep questions about science, methodology, and validity are raised using simple means. I present the details pertaining to the intervention, the learning goals, and questions that can be addressed during this activity. Possibilities to adopt, adapt, and expand the activity are provided.
- One setup for many experiments: Enabling versatile student-led investigations
Physics Education. 59
Pols, C.F.J.
This article presents an experimental setup capable of conducting various experiments. The setup is used to accurately determine the acceleration due to gravity using either the pendulum or free fall experiment, as well as to allow students to conceive and conduct their own experiment. We discuss the design of the setup and the experiments conducted with it, highlighting the versatility and potential use for open inquiry. We include students’ perception on this particular experiment and how it led to an interesting and educational open inquiry.
- Students’ report on an open inquiry
Physics Education, 56(6), 063007.
Pols, C.F.J., Duynkerke, L., van Arragon, J., van Prooijen, K., van der Goot, L., & Bera, B.
As part of the final projects of our introductory lab course, students conceived experiments related to the umbrella topic of ‘Physics of toys and sports’ and carried out the experiments at their homes. This paper revisits two of these experiments described by student teams and illustrates how self-conceived experiments provide opportunities to truly engage students in doing science.
- Teaching a hands-on course during corona lockdown: from problems to opportunities
Physics Education 55 (6), 065022.
Hut, R.W., Pols, C.F.J., Verschuur, D.J.
Teaching a hands- and minds-on course, in which feedback is essential in order to learn, is difficult, especially in times of COVID-19 where student progression cannot be monitored directly. During the lockdown period, the workshops of an undergraduate Design Engineering course had to be transferred to the home situation, which required a redesign of this course by the staff. It also provided new opportunities for students to adapt to this situation, which required extra creativity and problem-solving skills. The adapted workshops revealed conditions that enhance maker education. However, providing timely feedback required a substantial amount of time not anticipated for. We also report that short instruction videos seem to work much better than longer lectures or tedious materials. As we practice what we preach, we will evaluate the course and apply our design knowledge acquired over the years. - A pandemic-resilient open-inquiry physical science lab course which leverages the Maker movement
The Electronic Journal for Research in Science & Mathematics Education 24(3).
Bradbury, F.R., Pols, C.F.J.
Without any major changes, a pilot version of a physical science lab course was able to continue when the COVID-19 crisis necessitated the abrupt suspension of on-campus education. The ‘Maker Lab’ course, in which students conceive and set up their own experiments using affordable microcontrollers, required students to follow the entire arc of the empirical research cycle twice. The facilitation of such open-inquiry projects was based on the literature on teaching the process of experimental research and scientific methodology. The flipped classroom approach was used, where contact time is devoted to discussions and the students’ actual experiments were carried out independently at home or elsewhere without the supervision of an instructor. Despite the COVID-19 measures, all students were able to produce interesting and successful research projects. While there were of course difficulties encountered in the abrupt transition to online teaching, we found several counterbalancing advantages that bear consideration for including the instructional method even when all teaching activities can return to campus. We believe that three components in the design of the course were vital to the resilience of the course: the choice for fully open-inquiry projects, the decision to use Arduinos as measurement tools, and the flipped aspect of the instruction methods. We also include considerations for adapting these pandemic-resilient methods in other courses and programs. - A Physics Lab Course in Times of COVID-19
The Electronic Journal for Research in Science & Mathematics Education 24(2): 172-178.
Pols, C.F.J.
Due to the coronavirus lockdown, home experiments were devised for our first-year physics lab course. In this practitioner contribution we elaborate on the guided inquiries that were set up. Students could carry out the experiments with standard tools available at home, including sensors mobile phones are equipped with. Various design principles stemming from the literature were used that are meant to encourage the development of inquiry skills. The switch from prescribed to more open experiments allowed us to focus on the quality of the inquiry rather than judging the quality of the final report alone. Students tried to produce sound research but often did not make optimal choices. We were not able to provide adequate feedback during their investigations. How students carried out the experiments shows that the current course does not adequately develop the highly valued inquiry skills to set up an independent scientific experiment. We expect the design principles to be transferable to other science subjects and can be used by other practitioners when students have to stay at home.