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There is some evidence that conceptual inquiry-based introductory physics labcurricula, such as RealTime Physics, may improve students' understanding ofphysics concepts. Thus, these curricula may be attractive for instructors whoseek to transform their physics labs to improve student learning. However, theimpact of conceptual inquiry-based lab instruction on students' attitudes andbeliefs about experimental physics, as measured by the E-CLASS survey, is notyet fully understood. We present data from three curricular approaches overfour semesters ($n=701$). We saw no change in E-CLASS scores in the firstimplementation of a conceptual inquiry-based introductory physics lab. However,the addition of questions that asked students to reflect on issues relating toexperimental physics was associated with E-CLASS outcomes that are comparableto other effective approaches to lab instruction.

Students' attitudes toward experimental physics in a conceptual inquiry-based introductory physics lab