We have designed an introductory laboratory course that engaged first-yearundergraduate students in two complementary types of iteration: (1) iterativeimprovement of experiments through cycles of modeling systems, designingexperiments, analyzing data, and refining models and designs; and (2) iterativeimprovement of self through cycles of reflecting on progress, solicitingfeedback, and implementing changes to study habits and habits of mind. Thecourse consisted of three major activities: a thermal expansion activity, whichspanned the first half of the semester; final research projects, which spannedthe second half of the semester; and guided student reflections, which tookplace throughout the duration of the course. We describe our curricular designsand report examples of student work that demonstrate students' iterativeimprovements in multiple contexts.
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