Transforming a large introductory lab course: impacts on views about experimental physics

TL;DR

This study examined how transforming a large introductory physics lab course affected students' attitudes towards experimental physics, using the E-CLASS survey to measure changes in views and engagement.

Contribution

It demonstrates the impact of course transformation on students' attitudes towards experimental physics, highlighting specific areas of improvement in their views.

Findings

No significant change in overall E-CLASS scores post-transformation.

Improved responses on three E-CLASS items related to course goals.

Large sample size of over 600 students per semester.

Abstract

Laboratory courses are key components of most undergraduate physics programs. Lab courses often aim to achieve the following learning outcomes: developing students' experimental skills, engaging students in authentic scientific practices, reinforcing concepts, and inspiring students' interest and engagement in physics. Some of these outcomes can be measured by the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS), a research-based assessment that measures students' views about experimental physics. We used E-CLASS at the University of Colorado Boulder to measure learning outcomes during a course transformation process in which views about experimental physics were reflected in the learning goals. We collected over 600 student responses per semester from the large introductory laboratory course, both before and after implementing the course transformation. While we observed no statistically significant difference in overall post-instruction E-CLASS scores before and after the transformation, in the transformed course, student responses to three E-CLASS items that related to the goals of the transformation were more favorable than in the original course.