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2020-03-09Zeitschriftenartikel DOI: 10.18452/21338
Firsthand or secondhand data in school labs: It does not make a difference
dc.contributor.authorPriemer, Burkhard
dc.contributor.authorPfeiler, Stephan
dc.contributor.authorLudwig, Tobias
dc.date.accessioned2020-04-07T09:27:14Z
dc.date.available2020-04-07T09:27:14Z
dc.date.issued2020-03-09none
dc.identifier.other10.1103/PhysRevPhysEducRes.16.013102
dc.identifier.urihttp://edoc.hu-berlin.de/18452/22079
dc.description.abstractWe report the findings of an empirical study that investigated whether the source of data—firsthand or secondhand data gained from lab work experiments—has an influence on students’ learning outcomes. Results indicate that students’ choice of a correct or incorrect hypothesis for a pendulum lab experiment on the influence of the mass of the bob on the time of oscillation does not depend on who the author of the data at hand is: the student themself, a peer, or a teacher. Further, students judge the importance of the data’s author as relatively unimportant no matter what data source they have at hand. Thus, it seems fairly unimportant whether students use firsthand or secondhand data when the teaching focus is set on choosing a correct hypothesis in the light of empirical data, as long as students get enough information on how the data were generated and how they are analyzed and interpreted. This result is especially relevant for practitioners, as it shows that it is possible to use secondhand data for the purpose of evaluation and interpretation without significant distortions of epistemic learning processes.eng
dc.language.isoengnone
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY 4.0) Attribution 4.0 Internationalger
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subject.ddc530 Physiknone
dc.titleFirsthand or secondhand data in school labs: It does not make a differencenone
dc.typearticle
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/22079-6
dc.identifier.doihttp://dx.doi.org/10.18452/21338
dc.type.versionpublishedVersionnone
local.edoc.container-titlePhysical review. Physics education researchnone
local.edoc.pages6none
local.edoc.anmerkungThis article was supported by the German Research Foundation (DFG) and the Open Access Publication Fund of Humboldt-Universität zu Berlin.none
local.edoc.type-nameZeitschriftenartikel
local.edoc.institutionMathematisch-Naturwissenschaftliche Fakultätnone
local.edoc.container-typeperiodical
local.edoc.container-type-nameZeitschrift
local.edoc.container-publisher-nameAmerican Physical Societynone
local.edoc.container-volume16none
local.edoc.container-issue1
dc.description.versionPeer Reviewednone
local.edoc.container-articlenumber013102
dc.identifier.eissn2469-9896

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