2023 ASEE Annual Conference & Exposition

At a private Latin American university in the southern hemisphere, efforts were made to move away from traditional physics lab teaching practice during a recent innovation in its academic program. As a result, a physics course was created to be held in the classroom rather than in the physics laboratory, using specialized software and digital media. The laboratory course allows students to collect and analyze data through PhET simulations or videos rather than in a traditional laboratory setting. The aim is to promote agency and participation in all students, make the experimentation process more agile and dynamic, enhance student engagement, and make the experimentation process more flexible.
This study aims to examine student perceptions of their learning experience in a physics laboratory course taught using digital tools instead of traditional laboratory facilities. The central research question being addressed is: How do students perceive active learning in a physics laboratory course prepared using technology?
The is a quantitative research study in which participated over 500 first-year engineering and science major students in a laboratory course. The students completed a pre-and-post survey before and after an 8-week intervention period. The survey collected their perceptions regarding an innovative teaching method used for the laboratory course. The pre-and-post comparison allows for contrasting student opinions in three main areas: type of instruction, teaching strategies, and student response to the instruction. The study presents some of the laboratory activities' outcomes and limitations. One specific activity, the capacitor discharge experiment, will be thoroughly discussed to compare the traditional physical setup with the technology-based version. Findings highlight the pros and cons of the teaching method used and reflect on what has been learned. It also suggests potential next steps for further improvement.