Experimental design laboratories in introductory physics courses: enhancing cognitive tasks and deep conceptual learning

Abstract

Being able to contextualise and solve complex problems is a highly valued skill in STEM graduates—a skill which we strive to nurture in our students. Since its introduction into undergraduate teaching, laboratory teaching has been used to consolidate students conceptual understanding, develop their practical skills and inculcate an evidence based problem solving approach. Much work has been done to achieve these goals with varying degrees of success. Here we present an alternative to the regular introductory level physics laboratory experiments which enhances students learning by focusing on problem solving rather than simply following detailed instructions. Working in small groups, students were able to achieve the aims of the experiment through self and peer-instruction. Similar experiments can be easily and cost effectively implemented in any standard secondary school and undergraduate teaching laboratory. These can be adjusted to target the development of a wide range of specific skill sets as well as deepen students understanding of different physics principles and concepts. Our approach will enable the teaching laboratory to truly fulfil the function with which it was originally conceived.