Attending to experimental physics practices and lifelong learning skills   in an introductory laboratory course
  We have designed an introductory laboratory course that engaged first-year undergraduate students in two complementary types of iteration: (1) iterative improvement of experiments through cycles of modeling systems, designing experiments, analyzing data, and refining models and designs; and (2) iterative improvement of self through cycles of reflecting on progress, soliciting feedback, and implementing changes to study habits and habits of mind. The course consisted of three major activities: a thermal expansion activity, which spanned the first half of the semester; final research projects, which spanned the second half of the semester; and guided student reflections, which took place throughout the duration of the course. We describe our curricular designs and report examples of student work that demonstrate students' iterative improvements in multiple contexts. 
Punit R. Gandhi, Jesse A. Livezey, Anna M. Zaniewski, Daniel L.   Reinholz, and Dimitri R. Dounas-Frazer
physics.ed-ph