Abstract
Undergraduate physics laboratory course structures have been identified in policy reports for novel design innovations to meet the needs of a diverse and growing student population. To this end, an at-home laboratory option was implemented at a large, public university for introductory physics students. A quasi-experimental, observational quantitative study was undertaken to understand students epistemological views, socialization, and help seeking behaviors in in-person and at-home laboratory environments. Students in introductory physics (N=998) were surveyed to elicit their epistemological beliefs about physics laboratory work and their views on social engagement and academic help-seeking. Students showed no statistically significant differences in attitudes related to epistemological beliefs and help-seeking behaviors when compared to students in traditional laboratory courses. In-person students valued socialization higher than at-home students. This study provides insights into the feasibility of at-home, hands-on laboratory work to meet students needs, and institutional recommendations for student advisement.
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