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We investigated physics students' learning experience and behaviour in asecond-year laboratory by analyzing transcribed audio recordings of laboratorysessions. One student group was given both a problem and procedure and asked toanalyze and explain their results. Another was provided with only the problemand asked to design and execute the experiment, interpret the data, and drawconclusions. These two approaches involved different levels of student inquiryand they have been described as guided and open inquiry respectively. Thelatter gave students more opportunities to practice "designing experiments,"one of the six major learning outcomes in the recommendations for theundergraduate physics laboratory curriculum by the American Association ofPhysics Teachers (AAPT). Qualitative analysis was performed of the audiotranscripts to identify emergent themes and it was augmented by quantitativeanalysis for a richer understanding of students' experiences. An importantfinding is that significant improvements can be made to undergraduatelaboratories impacting both student learning experience and behaviour byincreasing the level of inquiry in laboratory experiments. This is most easilyachieved by requiring students to design their own experimental procedures.

Designing Experiments: Student Learning Experience and Behaviour in Undergraduate Physics Laboratories