Sense of Belonging and Scientific Reasoning Skills in a TYC Physics Lab Course

Student sense of belonging in physics classes has been shown to play a role in student course outcomes and student persistence. We wanted to know how sense of belonging affects student development of scientific reasoning skills in an Introductory Physics Lab course at a two-year college. Using pre and post-tests for a Sense of Belonging survey and the Inquiry in Scientific Thinking, Analytics, and Reasoning (iSTAR), we studied the relationship between student sense of belonging and their development of scientific reasoning skills. This talk will share our results.

*Partially supported by the NSF IUSE 2110334