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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…
We examined how introductory physics students' attitudes and approaches to problem solving compare to those of introductory astronomy students, using a previously validated survey, the Attitudes and Approaches to Problem Solving (AAPS)…
Students' attitudes and approaches to problem solving in physics can profoundly influence their motivation to learn and development of expertise. We developed and validated an Attitudes and Approaches to Problem Solving survey by expanding…
Introductory algebra-based physics courses frequently feature multiple student major populations in the same course section, however, different majors' requirements may impact students' motivations towards different aspects of the course…
Helping students learn to think like a physicist is an important goal of many introductory physics courses. One characteristic distinguishing more experienced physicists from novice students is that they make better use of problem solving…
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.…
The evaluation of instructors by their students has been practiced at most universities for many decades, and there has always been a great interest in a variety of aspects of the evaluations. Are students matured and knowledgeable enough…
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…
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…
Students' learning orientation, as applied towards learning problem solving, may be differentiated into learning a problem solving framework for its own sake, learning for the sake of doing well in the course, and non-goal-related…
Research shows that expert-like approaches to problem-solving can be promoted by encouraging students to explicate their thought processes and follow a prescribed problem-solving strategy. Since grading communicates instructors'…
As part of a larger study to understand instructors' considerations regarding the learning and teaching of problem solving in an introductory physics course, we investigated beliefs of first-year graduate teaching assistants (TAs) regarding…
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…
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…
University students taking introductory physics are generally successful executing mathematical procedures in context, but often struggle with the use of mathematical concepts for sense making. Physics instructors note that their students…
Physics is considered as one of the most prevailing and problematic subjects by the students in the realm of science. Students perceived physics as a difficult subject during high school days and become more evasive when they reach college.…
We use the Survey of Thermodynamic Processes and First and Second Laws-Long (STPFaSL-Long), a research-based survey instrument with 78 items at the level of introductory physics, to investigate introductory and advanced students'…
At many universities, astronomy is a popular way for non-science majors to fulfill a general education requirement. Because general-education astronomy may be the only college-level science course taken by these students, it is the last…
We use the Survey of Thermodynamic Processes and First and Second Laws-Long (STPFaSL-Long), a research-based survey instrument with 78 items at the level of introductory physics, to investigate introductory and advanced students'…
This paper reports on an investigation into the correlations between students' understandings of introductory astronomy concepts and the correctness and coherency of their written responses to targeted Lecture-Tutorial questions. We…