An Expanded Observation of Student Perceptions Regarding Hybrid Student-Designed and Step-by-Step Lab Experimental Procedures
Bibliographic record
Abstract
First-year students are often provided step-by-step directions in hands-on, lab-based learning environments. By allowing more experimental procedure autonomy, students may be able to improve their understanding and develop additional skills in experimental design. The aim of involving students in experimental procedure design is to enhance learning and engagement, force critical thinking, and reinforce the idea that engineers are problem solvers. Over six first-year engineering mechanics labs, students were instructed to develop their own experimental procedure. An optional post-lab survey was used to collect information from the students about their experiences, perceived levels of understanding of the material covered, and enjoyment in these labs. This paper describes student perceptions associated with student-led experimental procedures. The student feedback surveys results indicated that 62% of students perceived the process of experimental procedure design to be helpful in their learning and 47% indicated that it resulted in an increased level of enjoyment.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".