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Exam preparation in introductory science courses is self-regulated. Practice testing has been shown to produce better learning then other strategies. However, many students do not use practice tests effectively when studying. This mixed-methods study examines two experiments aimed at improving examining student predictions about learning and studying. We found that scores on a mock exam impact students’ intentions for studying but not study habits. We also found that many underperforming students initially increase the use of ineffective study strategies rather than adopt a strategy change. Students who distribute studying throughout the semester and engage with course concepts more deeply demonstrate improvement and increased satisfaction. These results suggest that exam preparation interventions may need to include study strategy and metacognitive instruction. 

Preparing for high-stakes exams in introductory physics courses is generally a self-regulated activity. Compared to other exam reviewing strategies, doing practice exams has been shown to help students recognize gaps in their knowledge, encourage active practicing, and produce long-term retention. However, many students, particularly students who are struggling with the course material, are not guided by research-based study strategies and do not use practice exams effectively. Using data collected from a fully online course in Spring 2021, this study examines two interventions aimed at improving student selfregulated studying behaviors and enhancing student metacognition during exam preparation. We found that a modified format of online practice exams with one attempt per question and delayed feedback, increases the accuracy of feedback about student readiness for exams but does not change the accuracy of their predicted exam scores or studying behaviors. Additionally, an added mock exam one week before the actual exam impacts students’ intentions for studying but does not impact actual study behaviors or facilitate metacognition. These results suggest that interventions designed to improve exam preparation likely need to include explicit instruction on study strategies and student beliefs about learning. 

By integrating physics laboratories with engineering design and computer science, students apply physics principles to ill-structured and complex problems, engage in knowledge transfer, and gain interest in STEM. The introductory physics labs at Purdue have been updated to include engineering design and computer science principles that ground physics in authentic problems. Integrated labs have been evaluated using student perception post-surveys, student course performance, interviews, and case-study observations. Preliminary results indicate that integrated physics labs promote transfer, enhanced metacognitive skills, student interest, and motivation. 

Problem-solving is a critical skill in the workplace, but recent college graduates are often deficient in problem-solving skills. Introductory STEM courses present engineering students with well-structured problems with single-path solutions that do not prepare students with the problem-solving skills they will need to solve complex problems within authentic engineering contexts. When presented with complex problems in authentic contexts, engineering students find it difficult to transfer the scientific knowledge learned in their STEM courses to solve these integrated and ill structured problems. By integrating physics laboratories with engineering design problems, students are taught to apply physics principles to solve ill-structured and complex engineering problems. The integration of engineering design processes to physics labs is meant to help students transfer physics learning to engineering problems, as well as to transfer the design skills learned in their engineering courses to the physics lab. We hypothesize this integration will help students become better problem solvers when they go out to industry after graduation. The purpose of this study is to examine how students transfer their understanding of physics concepts to solve ill-structured engineering problems by means of an engineering design project in a physics laboratory. We use a case-study methodology to examine two cases and analyze the cases using a lens of co-regulated learning and transfer between physics and engineering contexts. Observations were conducted using transfer lenses. That is, we observed groups during the physics labs for evidence of transfer. The research question for this study was, to what extent do students relate physics concepts with concepts from other materials (classes) through an engineering design project incorporated in a physics laboratory? Teams were observed over the course of 6 weeks as they completed the second design challenge. The cases presented in this study were selected using observations from the lab instructors of the team’s work in the first design project. Two teams, one who performed well, and one that performed poorly, were selected to be observed to provide insight on how students use physics concepts to engage in the design process. The second design challenge asked students to design an eco-friendly way of delivering packages of food to an island located in the middle of the river, which is home to critically endangered species. They are given constraints that the solution cannot disrupt the habitat in any way, nor can the animals come into contact directly with humans or loud noises. Preliminary results indicate that both teams successfully demonstrated transfer between physics and engineering contexts, and integrated physics concepts from multiple labs to complete the design project. Teams that struggle seem to be less connected with the design process at the beginning of the project and are less organized. In contrast, teams that are successful demonstrate greater co-regulated learning (communication, reflection, etc.) and focus on making connections between the physics concepts and principles of engineering design from their engineering course work.