Exploring the Effectiveness of Inquiry-Based Physics Labs in Boosting Students' Interest in Physics

This study investigates the impact of an inquiry-based radioactivity lab on undergraduate students' interest in physics, comparing it to a traditional, scripted lab. The inquiry-based approach begins with students constructing a cloud chamber, which they can use as a research tool. Students independently design methods to implement in the lab, fostering a sense of ownership and engagement in their learning. To evaluate the effectiveness of this approach, we collected data through pre- and post-lab surveys, in-class video recordings, and student interviews, along with preliminary insights from teaching assistants. In this presentation, we will address the following key research questions: a. How does an inquiry-based radioactivity lab influence student interest in radioactivity and physics? b. How do interest levels in learning about radioactivity and radiation vary by gender before and after an inquiry-based lab? Our findings contribute not only to improving radioactivity education but also to physics lab instruction more broadly. Building on this work, we are implementing and assessing additional guided inquiry-based labs, including a pendulum lab in mechanics and a circuits lab in electricity. Preliminary results from these labs will also be discussed.