Attending to experimental physics practices and lifelong learning skills in an introductory laboratory course

TL;DR

This paper presents a novel introductory physics lab course that integrates iterative experimental and personal development practices to enhance students' experimental skills and lifelong learning habits.

Contribution

It introduces a curriculum combining experimental refinement and self-improvement cycles, with detailed design and student work examples demonstrating effectiveness.

Findings

Students showed iterative improvements in experiments and self-reflection.

The course engaged students in modeling, designing, analyzing, and reflecting.

Students developed better study habits and scientific skills.

Abstract

We have designed an introductory laboratory course that engaged first-year undergraduate students in two complementary types of iteration: (1) iterative improvement of experiments through cycles of modeling systems, designing experiments, analyzing data, and refining models and designs; and (2) iterative improvement of self through cycles of reflecting on progress, soliciting feedback, and implementing changes to study habits and habits of mind. The course consisted of three major activities: a thermal expansion activity, which spanned the first half of the semester; final research projects, which spanned the second half of the semester; and guided student reflections, which took place throughout the duration of the course. We describe our curricular designs and report examples of student work that demonstrate students' iterative improvements in multiple contexts.