Abstract:

In this work we present an pedagogical strategy implemented into a first-year Physics Laboratory course of the Physics Degree at the University of the Basque Country (UPV/EHU) in Spain. Traditional laboratory sessions in this course have typically involved scripted experiments designed to adquire basic laboratory abilities, and train fundamental physics concepts. However, in our view, the scripted nature limited student engagement, critical thinking, and autonomy. With the aim of addressing these shortcomings, we have implemented an open-ended problem-based learning (PBL) activity, with the idea of fostering physics learning and to develop essential scientific skills.

This approach has required students to design and carryout experiments beyond the formal laboratory environment in an independent way, adopting a DIY (Do-It-Yourself) methodology. Working in groups of 2 or 3, students selected a physical phenomenon to investigate, planned the setup and collected and analyzed the data. Finally, they had to report their work through a scietific report. In this way, we have combined problem-based learning with project-based methods, emphasizing the application of theoretical knowledge to a real world challenge. Students also engaged with key transversal competencies such as teamwork, communication, and autonomous learning.

We structured the activity into several phases, including a formal experiment proposal, iterative feedback sessions with teachers, and personalized guidance during project execution if needed. For the evaluation of the process and results, a detailed rubric was employed, focusing on scientific reasoning, creativity, and effective communication.

The students feedback about the activity was in general positive, increasing their motivation and engagement with experimental physics. However the quantitative impact of the activity on the student’s marks revealed little impact. Furthermore, challenges such as time management and fostering critical thinking emerged, which will need to be addressed in future editions.

Keywords:

Physics education, Problem-based learning, Experimental physics, Pedagogical innovation, Active learning strategies.