Attitudes about science and conceptual physics learning in university introductory physics courses

This paper examines the results of the repeated administration of the Colorado Learning Attitudes about Science Survey (CLASS) in a large introductory physics course at a midsize, metropolitan Canadian university. We compare the results to those obtained previously in comparable courses at the Unive...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Marina Milner-Bolotin1, Tetyana Antimirova2, Andrea Noack3, Anna Petrov4
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2011
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/98a7fff32d7741c58e4a8731612994c5
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:98a7fff32d7741c58e4a8731612994c5
record_format	dspace
spelling	oai:doaj.org-article:98a7fff32d7741c58e4a8731612994c52021-12-02T11:51:53ZAttitudes about science and conceptual physics learning in university introductory physics courses1554-9178https://doaj.org/article/98a7fff32d7741c58e4a8731612994c52011-09-01T00:00:00Zhttp://link.aps.org/doi/10.1103/PhysRevSTPER.7.020107https://doaj.org/toc/1554-9178This paper examines the results of the repeated administration of the Colorado Learning Attitudes about Science Survey (CLASS) in a large introductory physics course at a midsize, metropolitan Canadian university. We compare the results to those obtained previously in comparable courses at the University of British Columbia (Canada) and the University of Colorado (U.S.). Atypically, students in this study exhibited a positive shift in their attitudes about science over the semester. The change in students’ attitudes across the term appears to be moderated by their educational background—specifically, whether they had taken grade 12 physics or not. The correlation between students’ attitudes and their conceptual knowledge also appears to be influenced by students’ educational background. The results have pedagogical implications for instructors of introductory college and university physics and potentially for other science courses.Marina Milner-Bolotin1Tetyana Antimirova2Andrea Noack3Anna Petrov4American Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 7, Iss 2 (2011)
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 Marina Milner-Bolotin1 Tetyana Antimirova2 Andrea Noack3 Anna Petrov4 Attitudes about science and conceptual physics learning in university introductory physics courses
description	This paper examines the results of the repeated administration of the Colorado Learning Attitudes about Science Survey (CLASS) in a large introductory physics course at a midsize, metropolitan Canadian university. We compare the results to those obtained previously in comparable courses at the University of British Columbia (Canada) and the University of Colorado (U.S.). Atypically, students in this study exhibited a positive shift in their attitudes about science over the semester. The change in students’ attitudes across the term appears to be moderated by their educational background—specifically, whether they had taken grade 12 physics or not. The correlation between students’ attitudes and their conceptual knowledge also appears to be influenced by students’ educational background. The results have pedagogical implications for instructors of introductory college and university physics and potentially for other science courses.
format	article
author	Marina Milner-Bolotin1 Tetyana Antimirova2 Andrea Noack3 Anna Petrov4
author_facet	Marina Milner-Bolotin1 Tetyana Antimirova2 Andrea Noack3 Anna Petrov4
author_sort	Marina Milner-Bolotin1
title	Attitudes about science and conceptual physics learning in university introductory physics courses
title_short	Attitudes about science and conceptual physics learning in university introductory physics courses
title_full	Attitudes about science and conceptual physics learning in university introductory physics courses
title_fullStr	Attitudes about science and conceptual physics learning in university introductory physics courses
title_full_unstemmed	Attitudes about science and conceptual physics learning in university introductory physics courses
title_sort	attitudes about science and conceptual physics learning in university introductory physics courses
publisher	American Physical Society
publishDate	2011
url	https://doaj.org/article/98a7fff32d7741c58e4a8731612994c5
work_keys_str_mv	AT marinamilnerbolotin1 attitudesaboutscienceandconceptualphysicslearninginuniversityintroductoryphysicscourses AT tetyanaantimirova2 attitudesaboutscienceandconceptualphysicslearninginuniversityintroductoryphysicscourses AT andreanoack3 attitudesaboutscienceandconceptualphysicslearninginuniversityintroductoryphysicscourses AT annapetrov4 attitudesaboutscienceandconceptualphysicslearninginuniversityintroductoryphysicscourses
_version_	1718395118514339840

Attitudes about science and conceptual physics learning in university introductory physics courses

Ejemplares similares