[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] Acknowledgement of the limited learning outcomes in our first-year physics lab course, strikingly similar to the observed and reported issues in literature, incited renewal of the course with a focus on developing students’ ability to engage in experimental physics research. The procedural and conceptual knowledge (PACKS) model—addressing different types of knowledge required for scientific investigation—was used as a “guide” in the transformation of the course. This educational design research study—distinguishing three stages—describes our approach in transforming the course and provides theoretical insights and practical solutions through the combined study of both the process of learning and the means that support that process. The merits and trade-offs of our approach and the effectiveness of the course transformation are evaluated through surveys, interviews, and assessment of students’ inquiry skills. The findings provide insights into the application of the PACKS model and its effectiveness in facilitating students’ development of physics inquiry abilities. The results reveal an alignment between perceived, attained and intended learning goals. The self-conceived experiment at the end of the course showcases students’ successful integration of the targeted knowledge types, previously addressed in isolated “preparatory” activities. We argue that the PACKS-model and the design principles are useful attributes when transforming a traditional lab activity, but also specify the limitations.

中文翻译：

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根据科学模型中的程序和概念知识重新设计第一年物理实验课程

[本文是《教学实验室重点合集：改进传统和新方向》的一部分。] 承认我们第一年物理实验室课程中的学习成果有限，与文献中观察到和报告的问题惊人相似，这激发了我们对物理实验课程的更新。课程重点培养学生从事实验物理研究的能力。程序性和概念性知识（PACKS）模型——解决科学研究所需的不同类型的知识——被用作课程转型的“指南”。这项教育设计研究——区分三个阶段——描述了我们转变课程的方法，并通过对学习过程和支持该过程的手段的综合研究，提供了理论见解和实践解决方案。我们的方法的优点和权衡以及课程转型的有效性是通过调查、访谈和学生探究技能评估来评估的。研究结果提供了有关 Packs 模型的应用及其在促进学生物理探究能力发展方面的有效性的见解。结果揭示了感知的、达到的和预期的学习目标之间的一致性。课程结束时的自我构思实验展示了学生对目标知识类型的成功整合，而这些知识类型之前是在孤立的“准备”活动中解决的。我们认为，Packs 模型和设计原则在转变传统实验室活动时是有用的属性，但也指出了其局限性。