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Recently, there has been increased attention to improving laboratoryinstruction at all levels. At the introductory level, research results haveshown differing levels of success based on the nature of the desired learningoutcomes. In response to these findings, the University of Colorado'sintroductory physics lab course was transformed to improve students'development of experimental skills and experimental physics epistemology. Wedescribe the details of the transformation process and initial self-reportedlearning gains from the first implementation of the transformed course.

Initial impacts of the transformation of a large introductory lab course focused on developing experimental skills and expert epistemology