Student attitudes in a new hybrid design-based introductory physics laboratory

Abstract

``Cookbook{''} style introductory physics laboratories are convenient for large-enrollment courses, but evidence indicates that this style of instruction provides little benefit to students. At the University of Illinois, we have piloted a design-based laboratory format in an introductory calculus-based mechanics course. This format emphasizes scientific skills training over conceptual instruction, following the Investigative Science Learning Environment (ISLE) framework. Students in this laboratory pilot were assigned dorm room prelab experiments to be done and submitted online, and worked on design experiments in class. In this paper, we describe the new laboratory format and present preliminary results indicating that this format of instruction improved attitudes toward laboratory classes without impacting overall exam scores.