T15 - Connecting Theory to Practice

Room: H-613

Enhancing Equity Across Foundational Science Courses

The Canadian Consortium of Science Equity Scholars is a group dedicated to improving equity in university science courses to better support all students. Our study, which is part of this consortium, aims to evaluate the relationships between student perspectives of course climate in large introductory classes, and affective experience and cognitive outcomes. We will report initial study findings, impact on instructor practices, and describe plans for scale-up across first-year science courses on our campus.

Presenters: Martha Mullally and Iain McKinnell

Analyzing and Addressing Students’ Conceptual Understanding of Uncertainty in Experimental Physics Laboratory Courses

Over the last five years, McGill University’s Office of Science Education (OSE) has partnered with the Physics Department to form a PER working group to chart the progression of students’ conceptual understanding of uncertainties across their undergraduate degrees. Through an analysis of Concise Data Processing Assessment (CDPA) test responses from 2019-2021, the research conducted by this group provides insight into common misconceptions in experimental physics and proposes strategies to address gaps in student understanding.

Presenters: Rebecca Brosseau, Matheus Azevedo Silva Pessoa, Armin Yazdani, Jack Sankey and Marcy Slapcoff

Using 3D Printing to Foster Self-Directed Learning in Adolescents: Initial Insights from School-Based Research

Adolescents in grades 7-9 and 11 (n = 56) at an all-girls private high school participated in a 6-day 3D-printing activity designed to enhance their self-directed learning. Pre-and-post-test questionnaires and a Design Process Notebook, which also served as a scaffold, were used to assess their use of self-directed learning constructs (e.g., metacognitive evaluation, goal setting). A description of the project model and initial insights on the effectiveness of the activity will be discussed.

Presenters: Heather A. Pearson and Adam K. Dubé