Designing a mixed-method study to investigate the development of scientific agency of bachelor physics students

Abstract

Science labs offer students unique opportunities to develop both an understanding of physics theories as well as the ability to apply that knowledge through experiments that foster relevant skills and attitudes, such as making substantiated decisions. This scientific agency empowers students to take ownership over their research activities. We describe the rationale behind the design of a study on how science bachelor students develop scientific agency in laboratory settings. The first part of the study focuses on the interplay between motivation, higher-order thinking skills and decision making. Using a mixed-methods inapproach in the second part—including surveys, observations, and interviews—we seek to identify factors that influence students’ decision-making processes. And finally, an educational design study will lead to evidence-based recommendations for the design of science laboratories with the goal of improving laboratory education.