Impact on students’ views of experimental physics from a large introductory physics lab course

Nidhal Sulaiman, Benjamin Pollard, H. J. Lewandowski

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

Abstract

Introductory physics lab courses aim to have students gain a wide variety of skills and knowledge, including developing views of the nature of experimental physics that are aligned with common expert views. The large introductory lab course (∼ 700 students) at the University of Colorado Boulder has been recently transformed to explicitly address this goal among others. To measure the level of success in reaching this goal, we used an established assessment instrument, the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS), which probes students’ views and expectations of experimental physics. We collected stu-dents’ responses to E-CLASS during three semesters before, and four semesters after, the course transformation. We observe statistically significant differences between the before and after transformation post-test scores of the (i) overall E-CLASS survey and (ii) some individual E-CLASS items, especially those closely related to specific course learning outcomes.

Original languageEnglish
Title of host publicationPhysics Education Research Conference, PERC 2020
EditorsSteven Wolf, Michael Bennett, Brian Frank
PublisherAmerican Association of Physics Teachers
Pages533-538
Number of pages6
ISBN (Print)9781931024372
DOIs
Publication statusPublished - 2020
EventPhysics Education Research Conference, PERC 2020 - Virtual, Online
Duration: Jul 22 2020Jul 23 2020

Publication series

NamePhysics Education Research Conference Proceedings
ISSN (Print)1539-9028
ISSN (Electronic)2377-2379

Conference

ConferencePhysics Education Research Conference, PERC 2020
CityVirtual, Online
Period7/22/207/23/20

ASJC Scopus subject areas

  • Education
  • Physics and Astronomy(all)

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