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The paper "Evaluation of Colorado Learning Attitudes about Science Survey" [1] proposes a new, much shorter, version of the CLASS based on standard factor analysis. In this comment we explain why we believe the analysis that is used is…
This paper describes our large reformed introductory physics course at UC Davis, which bioscience students have been taking since 1996. The central feature of this course is a focus on sense-making by the students during the five hours per…
This study investigates how Learning Assistants (LAs) and related course features are associated with inequities in student learning in introductory university physics courses. 2,868 physics students' paired pre- and post-test scores on…
This study investigates how faculty, student, and course features are linked to student outcomes in Learning Assistant (LA) supported courses. Over 4,500 students and 17 instructors from 13 LA Alliance member institutions participated in…
Recently, there has been increased attention to improving laboratory instruction at all levels. At the introductory level, research results have shown differing levels of success based on the nature of the desired learning outcomes. In…
For this study, we compared the attitudes and beliefs about science of physical science (physics and mathematics) and life science (biochemistry and biology) students at the beginning of their university degrees using the CLASS (Colorado…
The Learning Assistant (LA) model supports instructors in implementing research-based teaching practices in their own courses. In the LA model, undergraduate students are hired to help facilitate research-based collaborative-learning…
Despite more than a decade of reform efforts, students continue to experience difficulty understanding and applying statistical concepts. The predominant focus of reform has been on content, pedagogy, technology and assessment, with little…
Most STEM students experience the introductory physics sequence in large-enrollment (N $\gtrsim$ 100 students) classrooms, led by one lecturer and supported by a few teaching assistants. This work describes methods and principles we used to…
We investigated the epistemological conceptions of the uruguayan Physics teachers and future Physics teachers through the application of the CLASS test (Colorado Learning Attitudes about Science Survey), one of the most accepted instruments…
A recent paper used structural equation modeling to infer effects of gender-dependent student attitudes on several outcomes of introductory physics courses. The model used is precisely Markov equivalent to an equally plausible approximation…
The introduction of active learning into physics education at the university level may be crucial for improved learning outcomes. In UNIST (Ulsan National Institute of Science and Technology), introductory physics has been redesigned to…
In this paper we put forth a model for physics course reform that uniquely uses proven, research-based active learning strategies to help students improve their physics knowledge and problem-solving skills. In this study, we compared the…
Implementation of cognitive apprenticeship in an introductory physics lab group problem solving exercise may be mitigated by epistemic views toward physics of non-physics science majors. Quantitative pre-post data of the Force Concept…
Improving students' understanding of the nature of experimental physics is often an explicit or implicit goal of undergraduate laboratory physics courses. However, lab activities in traditional lab courses are typically characterized by…
Measuring student learning is a complicated but necessary task for understanding the effectiveness of instruction and issues of equity in college STEM courses. Our investigation focused on the implications on claims about student learning…
Several years ago I reported a survey (Hake 1998a,b,c) of pre/post test data for 62 introductory physics courses enrolling a total of 6542 students. The present article provides a summary of that survey and presents fourteen lessons from…
The effect of class size on student learning has numerous policy implications and has been a major subject of conversation and research for decades. Despite this, few studies have been done on class size in the context of university…
We have analyzed the impact of taking an associated lab course on the scores on final exam questions in two large introductory physics courses. Approximately a third of the students who completed each course also took an accompanying…
A survey of 722 physics faculty conducted in 2008 found that many physics instructors had knowledge of research-based instructional strategies (RBISs), were interested in using more, but often discontinued use after trying. Considerable…