A framework for developing enquiry-oriented experiments for non-physics majors

![CDATA[A recent review of the purpose and merit of physics laboratories, prompted by student concerns of relevance, has led to the development of context rich, enquiry-oriented experiments for students enrolled in a physics subject at UTS, but who are majoring in the bio/medical sciences. An intended outcome of the development process, supported by funding from the Australian Learning and Teaching Council, is to revitalise laboratory programs for non-physics majors through the establishment of a framework that fosters the creation of engaging and studentcentred learning opportunities in a laboratory context. The framework is also intended to promote the examination of diverse and discriminating views brought by a range of stakeholders including senior non-physics majors, academics drawn from the bio/medical sciences, academic developers, and laboratory demonstrators. These perspectives encourage the review and revision of desired learning outcomes for individual experiments as well as for the whole laboratory program. An element of the framework brings together senior students who are nonphysics majors and physics demonstrators to work as equals on prototype versions of experiments. This paper describes aspects of a case study in which a particular experiment was developed, trialled and evaluated using the framework. Emphasis is given to the examination of focus group findings which reveal that demonstrators tended to focus on the technical aspects of the experiment, rather than the student learning that might emerge as a consequence of carrying out the experiment. This has implications for the ways in which demonstrators are prepared for their roles of supporting students to make the most of learning opportunities that enquiry-oriented experiments offer.]]