Analyzing student modeling in a revised introductory physics lab at Brigham Young University

Traditional physics labs designed to reinforce lecture content have shown limited educational impact. To better support the development of scientific reasoning, experimental design, data analysis, modeling, and communication skills, Brigham Young University revised their introductory mechanics lab for life science students. Student engagement and modeling skills were analyzed through classroom observations and coding student work. Results indicate that many groups revised their reasoning between the notebook and the report to align with established equations, suggesting a use of equations to simply justify results. False predictions decreased between notebook and report, as well, indicating that students changed their reasoning to fix their false predictions. Examination of the way students reasoned from equations provided examples of incorrect and inconsistent use of mathematical models in their arguments. These findings have implications for development of students' reasoning skills.