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Physics laboratory courses have been generally acknowledged as an importantcomponent of the undergraduate curriculum, particularly with respect todeveloping students' interest in, and understanding of, experimental physics.There are a number of possible learning goals for these courses includingreinforcing physics concepts, developing laboratory skills, and promotingexpert-like beliefs about the nature of experimental physics. However, there islittle consensus among instructors and researchers interested in the laboratorylearning environment as to relative importance of these various learning goals.Here, we contribute data to this debate through the analysis of students'responses to the laboratory-focused assessment known as the Colorado LearningAttitudes about Science Survey for Experimental Physics (E-CLASS). Using alarge, national data set of students' responses, we compare students' E-CLASSperformance in classes in which the instructor self-reported focusing ondeveloping skills, reinforcing concepts, or both. As the classification ofcourses was based on instructor self-report, we also provide additionaldescription of these course with respect to how often students engage inparticular activities in the lab. We find that courses that focus specificallyon developing lab skills have more expert-like postinstruction E-CLASSresponses than courses that focus either on reinforcing physics concepts or onboth goals. Within first-year courses, this effect is larger for women.Moreover, these findings hold when controlling for the variance inpostinstruction scores that is associated with preinstruction E-CLASS score,student major, and student gender.

Developing skills vs reinforcing concepts in physics labs: Insight from E-CLASS