Comparing the Effects of Cookbook and Non-Cookbook Based Lab Activities In a Calculus-Based Introductory Physics Course

I have compared the effects of Cookbook based lab activities with the impacts of doing lab inquiry based on a small introductory engineering physics course. Performance in lab activities that did and did not require the Cookbook procedure was compared using a final questionnaire from the participating students in that course. The population of students who did the lab in each scenario was the same because they enrolled in the same course. In the course, I planned five lab activities of three different types. The first type, which I call “Cookbook” activities (CB) were prepared and then completed by students. The second type of activities, which I call” Non- Cookbook” (NCB) were inquiry-based and orally guide. The final activity type was called “Both” and was a combination of two other activities. I investigated the activities in two dimensions: “scientific skills” and “general skills”. The results for scientific skills showed in NCB “Predicting” have improved. In CB, “Measuring the quantity” and “Sorting/classifying” have positive points of improving scientific skills. For general skills, in NCB, “Recalling concepts” and “Conceptual understanding” were improved. In CB, “Conceptual understanding” and “Scientific writing skills” and “Self-efficacy” were improved. “Writing the lab report” is a tough skill in NCB, while it is easy for CB.