Improving physics education—a theory that rarely proves true in practice

Leiden students often prefer complicated theory and a difficult test to experiments, yet associate professor Paul Logman believes students learn a lot from practical teaching. He challenges his students to come up with their research questions themselves.

So, how do you develop the right research skills?

"A theory is (almost) never correct in practice." Logman explains that there is always noise in your data, "for example, due to frictional force or through the electricity network." And this unfolds right before your eyes in an experiment. That lesson alone adds value to practical education.

Logman and his team design lessons that encourage students to think creatively. That means not only designing their own experiment to conduct but also researching existing knowledge on the subject in the literature.

"Students come up with so many fun experiments. The creativity and ideas students have is exceptional," says Logman.

Students face setbacks during their experiments. "We teach our students to embrace these very moments. If you don't know what to do anymore and others can't answer your questions quickly either, then you are obviously doing something interesting," Logman says. It then comes down to perseverance, which is exactly what you need in a future Ph.D. track.

According to Logman, most students recognize the added value of combining theory and experiment after a few practicals. "At that point, we have achieved our first goal."

'Our lab education is solid, but could it be better?'

This is a typical question Logman frequently asks himself. What does international research conducted in 41 countries reveal? Practical education in Leiden scores very well. Students get the most innovative lab education here.

This is partly thanks to Logman, who takes pride in continuously seeking opportunities for improvement. For more than 20 years, he has combined teaching with doing research on his own teaching.

The first-year physics practical education has been studied in 41 countries, including Germany, the Netherlands, China, India, and the United States.

The paper is published in the journal Physical Review Physics Education Research.

Key findings include:

• There is significant variation in how universities organize laboratory education
• Overall, experimental physics education remains quite outdated
• The Netherlands and particularly Leiden University is at the forefront in providing as much open lab education as possible
• From now on, all universities can compare their own teaching methods with those of others (and learn from them)

Closed practical teaching is still the standard in many countries. Students follow a manual—a kind of cookbook—where everything is laid out for them: the research question, the relevant theory for calculations, and a step-by-step guide on how to proceed.

But do students learn enough from this approach? "No, absolutely not," says Logman.

That's why he expanded the curriculum. His students now participate in as many open practical classes as possible. The result is that students generate the most surprising research questions. "Students see that we, as teachers, are genuinely interested in the outcomes of their experiments."

Open lab education—that's way too expensive, right? "Not at all," Logman explains.

"You don't need to purchase forty specific sensors; a few will suffice. Each student conducts a different experiment and thus requires different equipment. Fortunately, we have most items in stock."

Is open lab education suitable for everyone?

Fear of open lab education also stems from anxiety that students may not reach the desired final level. "And yes, there are differences," Logman admits. "With the good students, the outcome of lab education exceeds our expectations. They also learn exactly the skills they need if they want to go on a Ph.D. track, so with this, they are better prepared for their future."

However, some students may struggle to develop meaningful experiments in their first year; this indicates they are still developing their critical thinking skills.

"That's not a bad thing," Logman explains. "At the beginning, we don't focus solely on the quality of their work but rather on the process they follow, such as whether they conduct a thorough error analysis. You can always raise the level, as long as your working method is correct."

Paul Logman's five tips for good practical teaching:

1. Embrace open teaching. The rewards for creativity are immense.
2. Define your learning goals. Utilize the findings from our international research to guide your vision for the future.
3. Have senior students assist younger ones. As a teacher, engage with your student assistants and listen to their valuable ideas.
4. Evaluate the effectiveness of your education whenever possible. With the support of a Ph.D. student, this process can be manageable and efficient.
5. Expand your network. Teachers of experimental physics often work alone or in small teams, so collaborate with colleagues from other universities to leverage shared resources and insights.

And of course, Logman already has many ideas for further research in the future. "For example, you can use the Rubrics score tables (already in use in Leiden) to measure the progress of your population of students over a certain period. I would like to know at which moments in the academic year the students' level shoots up (or not). Which practical were the students doing at that moment? With that information, we can undoubtedly improve the results of our teaching even further."

More information:
Gayle Geschwind et al, Development of a global landscape of undergraduate physics laboratory courses, Physical Review Physics Education Research (2024). DOI: 10.1103/PhysRevPhysEducRes.20.020117

Provided by Leiden University