Attending to experimental physics practices and lifelong learning skills in an introductory laboratory course

• Main Authors: Gandhi, Punit R, Livezey, Jesse A, Zaniewski, Anna M, Reinholz, Daniel L, Dounas-Frazer, Dimitri R
• Format: Journal Article
• Language: English
• Published: 26-01-2017
• Subjects: Physics - Physics Education
• DOI: 10.48550/arxiv.1404.6831

Am. J. Phys. 84, 696 (2016) We have designed an introductory laboratory course that engaged first-year
undergraduate students in two complementary types of iteration: (1) iterative
improvement of experiments through cycles of modeling systems, designing
experiments, analyzing data, and refining models and designs; and (2) iterative
improvement of self through cycles of reflecting on progress, soliciting
feedback, and implementing changes to study habits and habits of mind. The
course consisted of three major activities: a thermal expansion activity, which
spanned the first half of the semester; final research projects, which spanned
the second half of the semester; and guided student reflections, which took
place throughout the duration of the course. We describe our curricular designs
and report examples of student work that demonstrate students' iterative
improvements in multiple contexts.