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

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.