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Abstract Title: The impact of lab course learning goals on student attitudes about experimental physics
Abstract: Many course interventions in physics explicitly aim to improve students' learning and often implicitly aim to improve students' attitudes towards physics. In an introductory physics lab course, a course intervention was designed to give students more authentic experiences conducting physics experiments. To evaluate the students' attitudes towards experimental physics, we analyzed students' responses to the Colorado Learning and Attitudes about Science Survey for Experimental Physics (E-CLASS) at the beginning and end of the one-semester course. We will compare responses from students in the intervention course to students in a more traditional one-semester physics lab course, looking at shifts across the semester as well as perceptions regarding the importance of various elements for succeeding in the course. These responses will also be compared across the explicit and implicit learning goals of the two lab courses to identify the impacts of these goals on student attitudes.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: N.G. Holmes
Department of Physics and Astronomy, University of British Columbia
Co-Author(s)
and Co-Presenter(s)
Joss Ives & D.A. Bonn
Department of Physics and Astronomy, University of British Columbia

Contributed Paper

Contributed Paper: Download the Contributed Paper