Speaker
Description
The landscape of student learning in undergraduate physics courses has gone through a gradual shift that has taken place after 2020. This study aims to address this fundamental shift among a group of physics undergraduates taking a second-year introductory electronics course. In changing the modality of learning to revolve around a book written specifically for the course (Introductory Electronics for Scientists), the lecture and laboratory materials become closely coupled. The impact of this high-integration approach is assessed using survey data and interviews on students' laboratory skills, epistemological beliefs, and learning habits tracked over the duration of the course. Results and outcomes from the Winter 2025-2026 cohort will be discussed, with implications for future practice.
| Keyword-1 | undergraduate |
|---|---|
| Keyword-2 | lab skills |
| Keyword-3 | instructional methodology |