A longitudinal exploration of students’ beliefs about experimental physics

Abstract

The Michigan State University Physics & Astronomy Department has recently transformed its algebra-based, introductory physics laboratory curriculum. This transformed, two-course sequence, Design, Analysis, Tools, and Apprenticeship (DATA) Lab, emphasizes the development of experimental skills and laboratory practices and provides students with an authentic physics laboratory experience. Here, we will discuss the overall impact of the transformation on how students perceive experimental physics through the two course sequence: mechanics (Lab I) and electricity, magnetism and optics (Lab II). In both courses, data were collected pre-and post-instruction via the Colorado Learning Attitudes and Science Survey for Experimental Physics (E-CLASS); the results will be presented at the course-level and longitudinally. In both courses, the DATA Lab transformation had a positive impact on overall E-CLASS scores. Students in the traditional-to-traditional course sequence demonstrated an overall decline in their overall views about experimental physics. Students enrolled in the transformed-to-transformed course sequence showed an initial increase in their E-CLASS scores and they remained stable throughout the second half of the course sequence. Students in the traditional-to-transformed sequence experienced a significant increase in their E-CLASS scores; however, it only occurred during the second half of the two-course sequence.