Realizing a Deflection-type D.C. Bridge-based Thermometer under Project-based Learning Approach

6th Asian Physics Symposium

Warsahemas, T.^1 ; Ramadhiansyah^1 ; Ulum, A.I.N.^1 ; Yuliza, E.^1 ; Khairurrijal^1,2

Department of Physics, Faculty of Mathematics and Natural Sciences, Institut Teknologi Bandung, Jalan Ganesa 10, Bandung

40132, Indonesia^1

Master Program in Physics Teaching, Faculty of Mathematics and Natural Sciences, Institut Teknologi Bandung, Jalan Ganesa 10, Bandung

40132, Indonesia^2

关键词: Collaborative activities;    Data processing techniques;    Learning technology;    Project based learning;    Project-based learning approach;    Real-life problems;    Undergraduate program;    Water temperatures;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/739/1/012130/pdf
DOI  :  10.1088/1742-6596/739/1/012130

来源: IOP

【 摘 要 】

In addition to conventional learning, project-based learning (PBL) helps students developing skills and becoming more engaged in learning as they have a chance to solve real life problems of actual projects. As the name suggests, PBL is a model that organizes learning around projects. In this paper, the project that will be completed by a group of three students is about making a water temperature measuring instrument using a simple deflection-type d.c. bridge circuit. The project was done in the period of January to April 2015 when they was taking the Measurement and Data Processing Techniques, which is a compulsory course in the fourth semester of undergraduate program in Department of Physics at Institut Teknologi Bandung. With the help of a lecturer and a tutor as facilitators, they have followed this series of steps: 1. Start with a driving question, a problem to be solved, 2. Exploring the driving question by participating in authentic, situated inquiry, 3. Engaging collaborative activities with lecturer and tutor to find solutions to the driving question, 4. Scaffolding with learning technologies that help students participating in activities normally beyond their ability, and 5. Creating a set of tangible products that address the driving question. With this series of steps, the students have become easier to understand the lectures that have been given and the instrument has been realized to measure the temperature of water properly. When realizing the project under the PBL method, we learned other materials beside that have been taught in the course. Due to this project, we have had more skills like designing and soldering as well as problem-solving, teamwork, critical thinking, synthesis and analysis.