Measuring cognition and learning in physics laboratory classes

Abstract

We aim to evaluate cognition and learning in college-level physics laboratory classes using a pretest-posttest design. We gave N = 120 students in four different classes a related 10-item questionnaire at the start and at the end of each lab experiment. We found out that lab experiments resulted in an overall improvement in the students' test scores. However, a significant minority got lower scores after performing each experiment. We hope this work would help identify the strengths and weaknesses in physics laboratory classes and respond accordingly, by emphasizing key points and clarifying misunderstood concepts.