  Student learning in undergraduate physics laboratory courses has garnered
increased attention within the PER community. Considerable work has been done
to develop curricular materials and pedagogical techniques designed to enhance
student learning within laboratory learning environments. Examples of these
transformation efforts include the Investigative Science Learning Environment
(ISLE), Modeling Instruction, and integrated lab/lecture environments (e.g.,
studio physics). In addition to improving students' understanding of the
physics content, lab courses often have an implicit or explicit goal of
increasing students' understanding and appreciation of the nature of
experimental physics. We examine students' responses to a laboratory-focused
epistemological assessment -- the Colorado Learning Attitudes about Science
Survey for Experimental Physics (E-CLASS) -- to explore whether courses using
transformed curricula or pedagogy show more expert-like student epistemologies
relative to courses using traditional guided labs, as well as how this trend
varies based on student major or gender. Data for this study are drawn from an
existing data set of responses to the E-CLASS from multiple courses and
institutions.
