Research has shown that engaging students in generating, developing, and justifying explanations is an important element to helping students learn science. In a meta-analysis of experimental and quasi-experimental studies on inquiry-based instruction from 1996 to 2006, Furtak and his team (Furtak, Seidel, Iverson & Briggs, 2012) found an overall positive effect of inquiry-based instruction on student learning of science. This finding also agrees with the result of a research synthesis conducted by Minner, Levy & Century (2010). The authors found a statistically significant increase in student conceptual learning when there was more student responsibility in the instruction and higher inquiry saturation. They found a clear, positive trend in favor of inquiry-based learning (Furtak, et.al., 2012).

        This summer project was inspired by the above-mentioned research findings.  The project aimed to develop a set of inquiry-based experiments that can be used in high school Physics classes. Furthermore, it aimed to modify experiments from College Physics level to fit into high school setting. It is hoped that when the developed material is improved and used, it will contribute in improving the conceptual understanding of high school students in physics.

        This site is a work in progress. The lessons and experiments will be pilot-tested to a high school physics class and modifications will be made based on the outcome of the pilot test. This is part of the Summer Research Experience for Teachers (RET) 2015 sponsored by LASIGMA at Louisiana State University. This material is based upon work supported by the National Science Foundation under the NSF EPSCoR Cooperative Agreement No. EPS - 1003897 with additional support from the Louisiana Board of Regents.



Students in a physics class conducting an experiment at Walker High Schoo
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