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Improving students' understanding of the nature of experimental physics isoften an explicit or implicit goal of undergraduate laboratory physics courses.However, lab activities in traditional lab courses are typically characterizedby highly structured, guided labs that often do not require or encouragestudents to engage authentically in the process of experimental physics.Alternatively, open-ended laboratory activities can provide a more authenticlearning environment by, for example, allowing students to exercise greaterautonomy in what and how physical phenomena are investigated. Engaging inauthentic practices may be a critical part of improving students' beliefsaround the nature of experimental physics. Here, we investigate the impact ofopen-ended activities in undergraduate lab courses on students' epistemologiesand expectations about the nature of experimental physics, as well as theirconfidence and affect, as measured by the Colorado Learning Attitudes aboutScience Survey for Experimental Physics (E-CLASS). Using a national data set ofstudent responses to the E-CLASS, we find that the inclusion of some open-endedlab activities in a lab course correlates with more expert-like postinstructionresponses relative to courses that include only traditional guided labactivities. This finding holds when examining postinstruction E-CLASS scoreswhile controlling for the variance associated with preinstruction scores,course level, student major, and student gender.

Open-ended versus guided laboratory activities: Impact on students' beliefs about experimental physics