Characterizing Lab Environments Using Activity Theory

Abstract

The Physics Laboratory in its broadest sense plays a central role in both research and teaching in physics. With regard to teaching, it offers a learning environment where students can encounter a space that mirrors the complexity of the real world, engage with selected aspects and make connections with abstract concepts. As such the lab environment can be regarded as a large canvas which can be viewed and characterized from many perspectives. From a pedagogical perspective this characterization translates into shaping the environment in the service of teaching and learning with particular goals in mind. However, this is challenging as there is no recipe for creating a simplified sub-environment out of the overall complexity that inherently encompasses a multiplicity of potential goals. The extent to which the outcomes are consistent with the goals depend on a range of factors that include the nature of the physical equipment, measurement and data procedures, mathematical models, collaborative vs individual work, timeframes for completion, etc. Tensions arise on many levels and the result is that students often report negatively on their laboratory experiences. It is clear that the lab environment can be regarded as a “complex system” and as such we suggest that characterizing it using the methods associated with complex systems will allow for useful insights. We therefore use Activity Theory (AT) as a theoretical lens to describe the lab environment in order to deepen our understanding of what is essentially a “goal-directed activity system.” This allows us to take a “wide angle view” of the laboratory environment and then to examine three contrasting lab environments, namely, the “traditional” lab, RealTime Physics and Thinking Critically in Physics Labs.