@article{doucette_2023, title={The Greenhouse Effect and Anthropogenic Climate Change in the Lab}, volume={61}, ISSN={["1943-4928"]}, DOI={10.1119/5.0136951}, abstractNote={Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter Facebook Reddit LinkedIn Tools Icon Tools Reprints and Permissions Cite Icon Cite Search Site Citation Danny Doucette; The Greenhouse Effect and Anthropogenic Climate Change in the Lab. Phys. Teach. 1 November 2023; 61 (8): 660–663. https://doi.org/10.1119/5.0136951 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAmerican Association of Physics TeachersThe Physics Teacher Search Advanced Search |Citation Search}, number={8}, journal={PHYSICS TEACHER}, author={Doucette, Danny}, year={2023}, month={Nov}, pages={660–663} }
 @article{doucette_2022, title={Measuring the impact of conceptual inquiry-based labs}, ISSN={["2377-2379"]}, DOI={10.1119/perc.2022.pr.Doucette}, abstractNote={Conceptual inquiry-based introductory physics labs deploy PER-informed pedagogical strategies in physics labs with the aim of helping to improve students’ understanding of physics concepts. Unlike traditional labs (which tend to be highly-structured and focus on verification of scientific relationships via precision measurements) and skills-based labs (which tend to eschew the aim of helping students learn physics concepts in favor of teaching experimental skills), some studies have suggested that conceptual inquiry-based labs may have a positive impact on student conceptual understanding, as measured by concept inventories. This paper reports on a randomized controlled study that compares student conceptual gains in electricity and magnetism between a conceptual inquiry-based lab and a skills-based lab. Following a difference-in-differences analytical strategy and using hierarchical linear modeling, the result from this study is that the conceptual inquiry-based lab provides no additional benefit to students’ conceptual learning gains compared with the skills-based lab. Studies such as these may help physics departments make decisions about the goals and scope of transformations to their introductory lab courses.}, journal={2022 PHYSICS EDUCATION RESEARCH CONFERENCE (PERC)}, author={Doucette, Danny}, year={2022}, pages={151–156} }