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Students' perceptions of changes to the learning environments of undergraduate physics laboratories: An empirical study

机译：学生对本科物理实验室学习环境变化的感知：一项实证研究

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Purpose - The purpose of this study was to explore students' perceptions to changes to the learning environment of their undergraduate physics laboratories, in which their scientific inquiry processes were stimulated. Design/methodology/approach - The activities students engaged in were redesigned to reflect a guided inquiry approach and to acknowledge modern-day advances in science and technology. Further, enhanced guidance was provided for laboratory instructors regarding the nature of scientific inquiry and how to structure students' inquiry experiences during laboratory sessions. Students' views were sought regarding their perceptions of the impact of the reforms on the laboratory learning environments, their thinking processes in those environments and their views regarding the reform's value and appropriateness. Findings - Analyses of quantitative and qualitative data suggested that students responded positively to the reforms implemented. Large effect sizes of between 0.70 and 1.20 suggested significant positive shifts in students' perceptions of dimensions of their laboratory learning environments. In interviews, students expressed that they had engaged in the cognitive processes of scientific inquiry and suggested that the reforms had stimulated such "inquiry" thinking. However, their perceptions of the value and appropriateness of such inquiry-oriented laboratory learning environments were mixed. Originality/value - Concerns persist in higher education in relation to the extent of students' inquiry processes in undergraduate physics laboratories. Reforms to both the activities that students engage in and to instructional strategies are necessary. Raising awareness of the views expressed by students might help inform future reforms that accommodate those views to further enhance similar reforms.
机译：目的-这项研究的目的是探索学生对本科物理实验室学习环境变化的看法，从而激发他们的科学探究过程。设计/方法/方法-对学生从事的活动进行了重新设计，以反映指导性的探究方法并认可科学技术的现代发展。此外，还为实验室讲师提供了有关科学探究的本质以及如何在实验室会议期间构建学生探究经历的指导。征询学生对改革对实验室学习环境影响的看法，在这些环境中的思维过程以及对改革的价值和适当性的看法。调查结果-对定量和定性数据的分析表明，学生对实施的改革反应积极。效应大小在0.70至1.20之间，表明学生对实验室学习环境维度的感知发生了明显的积极变化。在访谈中，学生表示他们参与了科学探究的认知过程，并提出改革激发了这种“探究”思维。但是，他们对这种面向查询的实验室学习环境的价值和适当性的看法参差不齐。原创性/价值-在大学物理实验室中，高等教育对学生询问过程的影响持续存在。必须改革学生参与的活动和教学策略。提高学生对所表达观点的认识可能有助于为适应这些观点的未来改革提供信息，以进一步加强类似的改革。

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