Initial impacts of the transformation of a large introductory lab course focused on developing experimental skills and expert epistemology

TL;DR

This paper discusses the initial effects of transforming a large introductory physics lab course to better develop students' experimental skills and understanding of experimental physics epistemology, highlighting the process and early outcomes.

Contribution

It presents a detailed account of the course transformation process and reports initial self-assessed learning gains from the first implementation.

Findings

Students reported improved experimental skills

Enhanced understanding of experimental physics epistemology

Positive initial feedback on course transformation

Abstract

Recently, there has been increased attention to improving laboratory instruction at all levels. At the introductory level, research results have shown differing levels of success based on the nature of the desired learning outcomes. In response to these findings, the University of Colorado's introductory physics lab course was transformed to improve students' development of experimental skills and experimental physics epistemology. We describe the details of the transformation process and initial self-reported learning gains from the first implementation of the transformed course.