sscheuneman/project_argument
1
0
Fork 0
generated from mwc/project_argument
Code Issues Pull Requests Packages Projects Releases Wiki Activity

Sorry for not mwc submitting for a while... I don't know how good this

Browse Source 
analysis is, but I tried out a new model so maybe I'll return to it and
re-evaluate it. I started out thinking to do a linear regression analysis,
but then realized it wouldn't be appropriate so I had to read up on what
was a better model to use.
This commit is contained in:
root
2024-12-07 17:24:44 -05:00
parent 211b6f6678
commit 2f9c2ea88a
3 changed files with 1749 additions and 88 deletions
Download Patch File Download Diff File Expand all files Collapse all files

46
proposal.md
View File

@@ -1,39 +1,47 @@
# Project proposal
This planning document will also form the introduction of your
argument.
## Overarching Question
### What central question are you interested in exploring? Why are you interested in exploring this question?
*This should be the big picture question that you ask; use at least 5
sentences to describe why you are interested in it.*
The central question is to examine the ways the computer-interfacing measurement devices are used in introductory college physics laboratories, and how they are
connected to changes in students' epistemological beliefs and attitudes towards experimentation / laboratory. Computer-interfacing measurement devices are
commonly used for collection and visualization of real-time physical data. Most physics instructors accept that these experiences can facilitate the development
of both mathematical and conceptual models. However, there have not been many studies which explore the learning processes underlying these assumptions, and
learning experiences from the use of these devices in laboratory settings are not well-understood. Additionally, a growing body of research has shown that the
roles that learners adopt in physics laboratory learning settings are inequitably distributed by gender, with women undertaking more secretarial and management
roles and men undertaking more tinkering and experimenting roles. Although how gender may be connected to learners' experiences using computer-interfacing
measurment devices is not well documented, it is possible that similar dynamics plague the use of these technologies, and consequently impact how much learners
benefit.
### What specific research questions will you investigate?
*List 2-4 specific research questions. Each should be answerable
using your data set.*
Is there a significant relationship between the instructor's rating of mathematical focus frequency in introductory physics labs and the reported frequency of use
of computer to interface with measurement devices? Is there a significant relationship between the instructor's rating of conceptual focus frequency in introductory
physics labs and the reported frequency of use of computer to interface with measurement devices?
## Data source
### What data set will you use to answer your overarching question?
*Give the title of your data set and provide a link to your data.*
Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) - Course Information Survey
https://github.com/Lewandowski-Labs-PER/eclass-public/tree/master
### Where is this data from?
*Describe the source of the data set--not just where you downloaded it, but
the person or organization who gathered the data. Explain why you trust them.*
The Lewandoski Lab at the University of Colorado Boulder developed and validated the data collection instrument, and made the dataset publicly accessible and
available for additional research use. This is a well-established Physics Education Research (and Experimental Cold Molecular Physics) lab at an R1 university
that has published many studies concerning this dataset (and others). https://jila.colorado.edu/lewandowski/publications/scientific/year
### What is this data about?
*Describe the nature of the data in the dataset, including the number of rows
and some of the columns which will be important to you.*
The course information survey of the E-CLASS contains 494 responses (rows) from instructors (pre-cleaning), for each class they administered the E-CLASS survey to.
Columns which will be important to me are Q15 (Type of institution), Q36_1 (Modeling - Develop mathematical models for the system being studied),
Q36_2 (Modeling - Develop conceptual models for the system being studied), and Q37_4 (Data analysis and visualization - Use computers to interface with
measurement devices).
## Methods
### How will you use your data set to answer your quantitative questions?
*For each research question, explain what you will do with the data set
to answer the question, and how you will present your answer (e.g. a chart or a table).*
1) Is there a significant relationship between the instructor's rating of mathematical focus frequency in introductory physics labs and the reported frequency of use
of computer to interface with measurement devices?
I will perform a ordinal regression to model this data. I will present the answer in a scatterplot and with ordinal regression statistics.
2) Is there a significant relationship between the instructor's rating of conceptual focus frequency in introductory
physics labs and the reported frequency of use of computer to interface with measurement devices?
I will perform a ordinal regression to model this data. I will present the answer in a scatter and with ordinal regression statistics.