2024/09/24 by Micol Alemani, Alemani, M. · 1 citation
Engineering · Social Sciences · #Experimental Learning in Engineering #FOS: Physical sciences #Innovative Teaching Methods #Physics Education (physics.ed-ph)
paper · pdf · doi:10.48550/arxiv.2409.16237
openalex publication_date 2024/09/24 · openalex created_date 2024/10/26 · openalex updated_date 2026/07/28
This article outlines a comprehensive redesign of an introductory physics laboratory course aimed at promoting active student engagement, enhancing scientific experimental skills and the development of expert-like attitudes. The redesign process involved redefining specific and measurable learning goals and the development of tailored activities and assessment rubrics to reach and assess those goals. In order to implement course scaffolding, we made significant modifications to the previously existing course format, space, physics topics contexts, and assessment. Instructors` roles evolved from imparting knowledge to promoting student decision-making and fostering a collaborative learning environment. To guide the laboratory transformation we used the results of a research-based survey. This work offers practical insights for educators seeking to redesign laboratory courses, emphasizing authentic scientific practices and student-driven learning experiences in physics education.