2024 ASEE Annual Conference & Exposition

Engineering laboratories require different kinds of thinking than typical engineering theory courses. Laboratories often require students to correctly recall theory and gain practical knowledge of how to perform experiments related to that theory. The results of such experiments are frequently inconclusive, which requires students to practice judgement in interpreting results. These factors make the engineering laboratory an epistemically rich environment; however, experience suggests that students may not be adequately aware of such factors. This paper investigates student epistemic beliefs by adapting and extending survey instruments like the Engineering Related Beliefs Questionnaire and the Need for Cognitive Closure Scale to the laboratory setting. A survey instrument was developed which included a combination of quantitative and qualitative methods to measure students’ epistemic cognition and epistemic motivation. Results from an undergraduate laboratory will be presented to advance understanding of how students view knowledge in laboratory settings. Suggestions for future advances in laboratory pedagogy will be presented based on these findings.