A scaffolded curriculum to foster experimental skills acquisition in an introductory physics lab course

TL;DR

This paper presents a comprehensive redesign of an introductory physics lab course focused on active engagement, scientific skills, and expert attitudes, using research-based insights to guide course scaffolding and assessment.

Contribution

It introduces a scaffolded curriculum with tailored activities and assessment rubrics, transforming instructor roles and emphasizing authentic scientific practices in physics education.

Findings

Enhanced student engagement and decision-making skills

Improved assessment of experimental competencies

Promoted collaborative and student-driven learning

Abstract

This article outlines a comprehensive redesign of an introductory physics laboratory course aimed at promoting active student engagement, enhancing scientific experimental skills and the development of expert-like attitudes. The redesign process involved redefining specific and measurable learning goals and the development of tailored activities and assessment rubrics to reach and assess those goals. In order to implement course scaffolding, we made significant modifications to the previously existing course format, space, physics topics contexts, and assessment. Instructors` roles evolved from imparting knowledge to promoting student decision-making and fostering a collaborative learning environment. To guide the laboratory transformation we used the results of a research-based survey. This work offers practical insights for educators seeking to redesign laboratory courses, emphasizing authentic scientific practices and student-driven learning experiences in physics education.