Introductory Physics Scientific Reasoning Labs with In-Class Collaborative Lab Report Writing

The ability to effectively engage in evidence-based decision-making is an important educational outcome, yet the typical college course does not explicitly address the necessary underlying skills. Over the past decade, we have developed and evaluated an introductory physics lab curriculum designed around the theory-evidence coordination (TEC) framework to advance subskills in three areas of reasoning, including control of variables, data analytics, and causal decision-making. While students showed gains in scientific reasoning (SR) as measured by the Inquiry in Scientific Thinking, Analytics, and Reasoning (iSTAR) assessment, we recently modified the curriculum to require students to write lab reports collaboratively in class rather than individually at home. The shift was driven by concerns over increased reliance on ChatGPT and past student reports. This presentation will highlight course features that support the development of essential reasoning skills, as well as how structured in-class lab report writing, supported by the use of embedded question prompts and graphic organizers, promotes deeper engagement with scientific reasoning. Research outcomes for the impact of the curriculum on targeted skill areas will also be discussed.