Student Work

Addressing Inequities through Inquiry-based Physics

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Inquiry-based curricula are being implemented in more physics classrooms across the board in the hopes of increasing student academic performance and understanding. This project aimed to design a unit plan focused on energy and momentum for a high-needs secondary school class using inquiry-based techniques. The unit was to be developed using backwards design principles and implement differentiated assessment to gauge student understanding throughout its delivery. In order to qualitatively examine the students’ perceptions of themselves and their learning, they were to be surveyed before and after this unit. This development would attempt to bridge the gap in existing research between the instructional intervention methods and the social and attitude methods that exist in current physics education pursuits. Overall, recommendations were made based on research in how to create an inclusive and supportive physics classroom environment for students at the secondary level. A sample lesson plan was developed and analyzed in the hopes of inspiring future physics education research examining the combination of curriculum development and inclusiveness.

  • This report represents the work of one or more WPI undergraduate students submitted to the faculty as evidence of completion of a degree requirement. WPI routinely publishes these reports on its website without editorial or peer review.
Creator
Subject
Publisher
Identifier
  • 23026
  • E-project-050621-140853
Keyword
Advisor
Year
  • 2021
Date created
  • 2021-05-06
Resource type
Major
Rights statement
Last modified
  • 2021-08-29

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Permanent link to this page: https://digital.wpi.edu/show/b8515r220