In a physical sciences course for non-majors, students design experiments to investigate energy-related phenomena.  During whole-class discussions following each experiment, students describe experimental designs and results, as well as offer constructive criticism to their peers.  When serious experimental design flaws are identified or a clear consensus does not emerge, students design and conduct fresh experiments.  The course explicitly targets experimental design as well as energy content-related outcomes.  As students design their own experiments to answer questions, they are able to focus on learning experimental design and energy concepts, undistracted by step-by-step procedures.  Students are offered multiple and varied opportunities to demonstrate understanding of each outcome (via quizzes, lab reports, oral explanations, etc.), that is, about 40% of the grade follows a “mastery” or “outcomes-based” grading approach. We report gains in energy understanding using AAAS Science Assessment questions, gains in scientific reasoning using the Lawson’s Test of Scientific Reasoning, and discuss ongoing course development.

Fearless investigators: Teaching science through experimental design

249th National Meeting (2015)

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