First-year students are often expected to follow explicit directions in hands-on labs. This can result in highly uniform submissions, where the students are often motivated by performing the steps correctly instead of learning concepts. Through experimental procedure autonomy, students may be able to improve their understanding and develop additional skills in experimental design. In a mechanics lab, students were asked to hypothesize an answer to a question and design an experiment to test this hypothesis using a variety of equipment that was provided. This paper describes student perceptions regarding their learning associated with designing experimental procedures. Feedback survey responses indicated that 65% of students understood why they were asked to design their experiment, but 53% did not enjoy the process. When students assessed their own learning experience, 35% indicated that designing their procedure helped them understand concepts better while 21% indicated that they did not perceive additional learning. Many students (53%) indicated that they would prefer additional instruction on this type of task and 93% appreciated the lab report template provided to them to help organize their results.
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