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For the past three years, I have used the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) to monitor how an advanced lab course with a significant studentdriven project impacts student attitudes about experimental work. During that time period, I have increased the use of metacognitive activities that ask students to reflect on their approaches to making decisions and handling problems they encounter in the lab. Here I report on the correlation between the introduction of metacognitive activities and changes in some responses on the E-CLASS survey, as well as providing a qualitative overview of the students' metacognitive reflections.

The impact of metacognitive activities on student attitudes towards experimental physics