How attitudes and beliefs about physics change from high school to faculty

We present results of a pseudolongitudinal study of attitudes and beliefs about physics from different cohort groups ranging from final-year high school students in the UK to physics faculty (N=637), using the Colorado Learning Attitudes about Science Survey (CLASS) instrument. In terms of overall d...

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Autores principales:	Simon P. Bates, Ross K. Galloway, Claire Loptson, Katherine A. Slaughter
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/cce904f62cc44a19b02da22bf8650f60
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spelling	oai:doaj.org-article:cce904f62cc44a19b02da22bf8650f602021-12-02T11:53:05ZHow attitudes and beliefs about physics change from high school to faculty10.1103/PhysRevSTPER.7.0201141554-9178https://doaj.org/article/cce904f62cc44a19b02da22bf8650f602011-11-01T00:00:00Zhttp://doi.org/10.1103/PhysRevSTPER.7.020114http://doi.org/10.1103/PhysRevSTPER.7.020114https://doaj.org/toc/1554-9178We present results of a pseudolongitudinal study of attitudes and beliefs about physics from different cohort groups ranging from final-year high school students in the UK to physics faculty (N=637), using the Colorado Learning Attitudes about Science Survey (CLASS) instrument. In terms of overall degree of expertlike thinking, we find little change in cohorts at different stages of their undergraduate degrees, with a flat profile of expertlike thinking across the years of an undergraduate degree. Significant differences in overall CLASS scores occur for cohorts across entry and exit points of the undergraduate program. At the entry boundary, our data for high school students provides strong evidence of a selection effect, with students who intend to major in physics at university displaying more expertlike views than those students who are merely studying the subject to final year in high school. A similar effect is suggested at the exit boundary but is not definitive.Simon P. BatesRoss K. GallowayClaire LoptsonKatherine A. SlaughterAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 7, Iss 2, p 020114 (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 Simon P. Bates Ross K. Galloway Claire Loptson Katherine A. Slaughter How attitudes and beliefs about physics change from high school to faculty
description	We present results of a pseudolongitudinal study of attitudes and beliefs about physics from different cohort groups ranging from final-year high school students in the UK to physics faculty (N=637), using the Colorado Learning Attitudes about Science Survey (CLASS) instrument. In terms of overall degree of expertlike thinking, we find little change in cohorts at different stages of their undergraduate degrees, with a flat profile of expertlike thinking across the years of an undergraduate degree. Significant differences in overall CLASS scores occur for cohorts across entry and exit points of the undergraduate program. At the entry boundary, our data for high school students provides strong evidence of a selection effect, with students who intend to major in physics at university displaying more expertlike views than those students who are merely studying the subject to final year in high school. A similar effect is suggested at the exit boundary but is not definitive.
format	article
author	Simon P. Bates Ross K. Galloway Claire Loptson Katherine A. Slaughter
author_facet	Simon P. Bates Ross K. Galloway Claire Loptson Katherine A. Slaughter
author_sort	Simon P. Bates
title	How attitudes and beliefs about physics change from high school to faculty
title_short	How attitudes and beliefs about physics change from high school to faculty
title_full	How attitudes and beliefs about physics change from high school to faculty
title_fullStr	How attitudes and beliefs about physics change from high school to faculty
title_full_unstemmed	How attitudes and beliefs about physics change from high school to faculty
title_sort	how attitudes and beliefs about physics change from high school to faculty
publisher	American Physical Society
publishDate	2011
url	https://doaj.org/article/cce904f62cc44a19b02da22bf8650f60
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How attitudes and beliefs about physics change from high school to faculty

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