Speaker
Description
Theoretical models are essential for explaining and predicting physical phenomena, but physics is fundamentally an experimental science. The integration of theoretical or computational models with experimental data is a cornerstone of physics. However, physics education has traditionally prioritized theory through lecture-based courses, often at the expense of experimental education. This imbalance is particularly evident in undergraduate curricula, where theory courses significantly outnumber laboratory courses.
Until recently, this disparity was also reflected in physics education research, which featured only a handful of studies focused on experimental learning. This gap is striking given the unique complexity of the laboratory environment, where students engage in multifaceted interactions—with peers, equipment, instructors, concepts, habits of mind, and technical skills—leading to higher-level learning outcomes. When surveyed, faculty members overwhelmingly identified laboratory courses and undergraduate research as critical spaces for developing the knowledge and skills expected of physics graduates. Addressing these gaps requires greater attention to laboratory education.
I will outline the diverse goals that laboratory education can achieve and discuss how we have partnered with laboratory instructors across the U.S. and Europe to understand student learning and enhance the effectiveness of physics laboratory education.
| Education level | Age over 18 (excluding teacher education) |
|---|---|
| Physics topic | Other |
| Research focus | Lab course design |
| Research method | Other |
| Organizing preference criteria | Research focus |
