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Physics Lab Courses under Digital Transformation: A Trinational Survey among University Lab Instructors about the Role of New Digital Technologies and Learning Objectives

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Title: Physics Lab Courses under Digital Transformation: A Trinational Survey among University Lab Instructors about the Role of New Digital Technologies and Learning Objectives
Language: English
Authors: Simon Zacharias Lahme (ORCID 0000-0002-7251-8832), Pascal Klein (ORCID 0000-0003-3023-1478), Antti Lehtinen (ORCID 0000-0002-5989-0357), Andreas Müller (ORCID 0000-0001-8556-2333), Pekka Pirinen (ORCID 0000-0002-0792-7197), Lucija Roncevic (ORCID 0009-0005-0891-3853), Ana Sušac (ORCID 0000-0002-0554-4088)
Source: Physical Review Physics Education Research. 2023 19(2).
Availability: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Science Instruction, Science Laboratories, Physics, Educational Technology, Electronic Learning, College Faculty, Science Teachers, Teacher Attitudes, Technology Integration, COVID-19, Pandemics, Foreign Countries, Technological Literacy
Geographic Terms: Germany, Finland, Croatia
DOI: 10.1103/PhysRevPhysEducRes.19.020159
ISSN: 2469-9896
Abstract: Physics lab courses permanently undergo transformations, in recent times especially to adapt to the emergence of new digital technologies and the COVID-19 pandemic in which digital technologies facilitated distance learning. Since these transformations often occur within individual institutions, it is useful to get an overview of these developments by capturing the status quo of digital technologies and the related acquisition of digital competencies in physics lab courses. Thus, we conducted a survey among physics lab instructors (N=79) at German, Finnish, and Croatian universities. The findings reveal that lab instructors already use a variety of digital technologies and that the pandemic particularly boosted the use of smartphones and tablets, simulations, and digital tools for communication, collaboration, and organization. The participants generally showed a positive attitude toward using digital technologies in physics lab courses, especially due to their potential for experiments and students' competence acquisition, motivational effects, and contemporaneity. Acquiring digital competencies is rated as less important than established learning objectives, however, collecting and processing data with digital tools was rated as an important competency that students should acquire. The instructors perceived open forms of labwork and particular digital technologies for specific learning objectives (e.g., microcontrollers for experimental skills) as useful for reaching their learning objectives. Our survey contributes to the reflection of what impact the emergence of digital technologies in our society and the COVID-19 pandemic had on physics lab courses and reveals first indications for the future transformation of hands-on university physics education. [This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.]
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1409592
Database: ERIC
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  Data: Physics Lab Courses under Digital Transformation: A Trinational Survey among University Lab Instructors about the Role of New Digital Technologies and Learning Objectives
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  Data: <searchLink fieldCode="AR" term="%22Simon+Zacharias+Lahme%22">Simon Zacharias Lahme</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7251-8832">0000-0002-7251-8832</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pascal+Klein%22">Pascal Klein</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3023-1478">0000-0003-3023-1478</externalLink>)<br /><searchLink fieldCode="AR" term="%22Antti+Lehtinen%22">Antti Lehtinen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5989-0357">0000-0002-5989-0357</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andreas+Müller%22">Andreas Müller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8556-2333">0000-0001-8556-2333</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pekka+Pirinen%22">Pekka Pirinen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0792-7197">0000-0002-0792-7197</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lucija+Roncevic%22">Lucija Roncevic</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-0891-3853">0009-0005-0891-3853</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ana+Sušac%22">Ana Sušac</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0554-4088">0000-0002-0554-4088</externalLink>)
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  Data: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
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  Data: 10.1103/PhysRevPhysEducRes.19.020159
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  Data: 2469-9896
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  Data: Physics lab courses permanently undergo transformations, in recent times especially to adapt to the emergence of new digital technologies and the COVID-19 pandemic in which digital technologies facilitated distance learning. Since these transformations often occur within individual institutions, it is useful to get an overview of these developments by capturing the status quo of digital technologies and the related acquisition of digital competencies in physics lab courses. Thus, we conducted a survey among physics lab instructors (N=79) at German, Finnish, and Croatian universities. The findings reveal that lab instructors already use a variety of digital technologies and that the pandemic particularly boosted the use of smartphones and tablets, simulations, and digital tools for communication, collaboration, and organization. The participants generally showed a positive attitude toward using digital technologies in physics lab courses, especially due to their potential for experiments and students' competence acquisition, motivational effects, and contemporaneity. Acquiring digital competencies is rated as less important than established learning objectives, however, collecting and processing data with digital tools was rated as an important competency that students should acquire. The instructors perceived open forms of labwork and particular digital technologies for specific learning objectives (e.g., microcontrollers for experimental skills) as useful for reaching their learning objectives. Our survey contributes to the reflection of what impact the emergence of digital technologies in our society and the COVID-19 pandemic had on physics lab courses and reveals first indications for the future transformation of hands-on university physics education. [This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.]
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