Two inquiry-based laboratory exercises are incorporated into a laboratory section of a fluid mechanics class for third year Civil Engineering and Mechanical engineering students. The laboratory section also involves four other conventional laboratory exercises. The inquiry-based exercises are designed to confront student misconceptions and to develop the ability of students to use qualitative reasoning. Student learning gains and changes in attitude were assessed for 73 of the 119 students in the class who volunteered to participate in the research project. The study group completed background surveys and surveys on attitudinal change during the academic term in which the laboratory exercises were completed. Preliminary analysis of the surveys indicates that student attitudes toward laboratory work did not shift significantly. Students are familiar with conventional laboratory exercises in which their activity in the laboratory is largely confined to observing the equipment and recording data. The inquiry-based exercises require more active participation and analysis of results while the experiment is being conducted. The survey data and observations of the students in the laboratory suggest that additional effort is necessary to acquaint students with the inquiry-based approach. It is not clear; for example, to what extent student preference for conventional exercises is due to lack of experience with the inquiry-based approach.
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