Implementing independent data analysis into a physics-first modeling curriculum

Abstract

Students in ninth-grade physics-first participated in a period of independent, individual data analysis following data collection in modeling laboratory exercises. Pre- and post-tests in kinematics and forces were used to determine normalized gains in experimental and control groups. Student surveys, engagement evaluations, and in-class observations were conducted periodically to measure student achievement and engagement. Results show no significant improvement in achievement or engagement. However, student feedback indicates there may be potential benefit in providing options to students for completing lab exercises.