Related papers: An epistemology and expectations survey about expe…
In this meta-analysis, we synthesize the results of 24 studies using the Colorado Learning Attitudes about Science Survey (CLASS) and the Maryland Physics Expectations Survey (MPEX) to answer several questions: (1) How does physics…
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…
The Energy and Momentum Conceptual Survey (EMCS) is a multiple-choice survey that contains conceptual problems involving a variety of energy and momentum concepts covered in a typical introductory physics course for science and engineering…
The objective of physics laboratory training is to develop, in students, a variety of important cognitive and psycho-motor abilities related to experimental physics. These include conceptual understanding, procedural understanding,…
Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments…
We discuss a case study of the influence of epistemology on learning for a student in an introductory college physics course. An analysis of videotaped class work, written work, and interviews indicates that many of the student's…
Introductory undergraduate courses in classical physics stress a perspective that can be characterized as realist; from this perspective, all physical properties of a classical system can be simultaneously specified and thus determined at…
Developing expertise in physics requires appropriate integration and assimilation of physics and mathematics. Instructors and students often describe physics courses in terms of their emphasis on conceptual and quantitative problem-solving.…
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 ability to develop, use, and refine models of experimental systems is a nationally recognized learning outcome for undergraduate physics lab courses. However, no assessments of students' model-based reasoning exist for upper-division…
A common learning goal for modern physics instructors is for students to recognize a difference between the experimental uncertainty of classical physics and the fundamental uncertainty of quantum mechanics. Our studies suggest this…
Physics faculty care about their students learning physics content. In addition, they usually hope that their students will learn some deeper lessons about thinking critically and scientifically. They hope that as a result of taking a…
Favorable outcomes from ongoing research at the University of Colorado Boulder on student learning in junior-level electrostatics (E&M I) have led us to extend this work to upper-division electrodynamics (E&M II). We describe here our…
We investigated physics students' learning experience and behaviour in a second-year laboratory by analyzing transcribed audio recordings of laboratory sessions. One student group was given both a problem and procedure and asked to analyze…
Computer-based learning platforms (CBLPs) have become a common medium in schools, transforming how students learn and interact with educational content. However, researchers still lack adequate tools to address the diverse set of challenges…
A thoughtful approach to designing and improving labs, particularly at the advanced level, is critical for the effective preparation of physics majors for professional work in industry or graduate school. With that in mind, physics…
This article outlines a comprehensive redesign of an introductory physics laboratory course aimed at promoting active student engagement, enhancing scientific experimental skills and the development of expert-like attitudes. The redesign…
Following the emergence of COVID-19 in Spring 2020, undergraduate in-person physics laboratory courses at a R1 public university were adapted for remote learning to accommodate the subsequent campus closure. Video lectures and web-based…
Students' attitudes and approaches to problem solving in physics can greatly impact their actual problem solving practices and also influence their motivation to learn and ultimately the development of expertise. We developed and validated…
Recruiting and retaining highly qualified physics and physical science teachers is critical for maintaining America's global competitiveness. Unfortunately, only one third of the high school teachers in physics have a degree in physics and…