Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum

Instructional techniques based on research in cognitive science and physics education have been used in physics courses to enhance student learning. While dramatic increases in conceptual understanding have been observed, students enrolled in these courses tend to move away from scientistlike views...

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Autores principales:	Valerie K. Otero, Kara E. Gray
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2008
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/3bf61f6580434bb5a5dcdc3696692bc3
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spelling	oai:doaj.org-article:3bf61f6580434bb5a5dcdc3696692bc32021-12-02T11:01:10ZAttitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum1554-9178https://doaj.org/article/3bf61f6580434bb5a5dcdc3696692bc32008-10-01T00:00:00Zhttp://link.aps.org/doi/10.1103/PhysRevSTPER.4.020104https://doaj.org/toc/1554-9178Instructional techniques based on research in cognitive science and physics education have been used in physics courses to enhance student learning. While dramatic increases in conceptual understanding have been observed, students enrolled in these courses tend to move away from scientistlike views of the discipline and toward novicelike views, as measured by various assessment instruments. It has been proposed that course materials and instruction that explicitly address epistemology, the nature of science, and the nature of learning science will help students develop views more closely aligned with the views of scientists. The Physics and Everyday Thinking (PET) curriculum has specific goals for helping nonscience majors explicitly reflect on the nature of science and the nature of learning science. We show that in PET courses with small and large enrollments, shifts toward expert responses ranged from +4% to +16.5% on the Colorado Learning Attitudes about Science Survey. These results are compared to results from other studies using a variety of similar assessment instruments.Valerie K. OteroKara E. GrayAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 4, Iss 2 (2008)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Valerie K. Otero Kara E. Gray Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum
description	Instructional techniques based on research in cognitive science and physics education have been used in physics courses to enhance student learning. While dramatic increases in conceptual understanding have been observed, students enrolled in these courses tend to move away from scientistlike views of the discipline and toward novicelike views, as measured by various assessment instruments. It has been proposed that course materials and instruction that explicitly address epistemology, the nature of science, and the nature of learning science will help students develop views more closely aligned with the views of scientists. The Physics and Everyday Thinking (PET) curriculum has specific goals for helping nonscience majors explicitly reflect on the nature of science and the nature of learning science. We show that in PET courses with small and large enrollments, shifts toward expert responses ranged from +4% to +16.5% on the Colorado Learning Attitudes about Science Survey. These results are compared to results from other studies using a variety of similar assessment instruments.
format	article
author	Valerie K. Otero Kara E. Gray
author_facet	Valerie K. Otero Kara E. Gray
author_sort	Valerie K. Otero
title	Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum
title_short	Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum
title_full	Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum
title_fullStr	Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum
title_full_unstemmed	Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum
title_sort	attitudinal gains across multiple universities using the physics and everyday thinking curriculum
publisher	American Physical Society
publishDate	2008
url	https://doaj.org/article/3bf61f6580434bb5a5dcdc3696692bc3
work_keys_str_mv	AT valeriekotero attitudinalgainsacrossmultipleuniversitiesusingthephysicsandeverydaythinkingcurriculum AT karaegray attitudinalgainsacrossmultipleuniversitiesusingthephysicsandeverydaythinkingcurriculum
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Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum

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