Related papers: Self-Evaluated Expertise in experimental physics: …
Laboratory courses are key components of most undergraduate physics programs. Lab courses often aim to achieve the following learning outcomes: developing students' experimental skills, engaging students in authentic scientific practices,…
The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) was developed as a broadly applicable assessment tool for undergraduate physics lab courses. At the beginning and end of the semester, the E-CLASS…
Student learning in instructional physics labs represents a growing area of research that includes investigations of students' beliefs and expectations about the nature of experimental physics. To directly probe students' epistemologies…
Student learning in instructional physics labs is a growing area of research that includes studies exploring students' beliefs and expectations about experimental physics. To directly probe students' epistemologies about experimental…
In response to national calls to better align physics laboratory courses with the way physicists engage in research, we have developed an epistemology and expectations survey to assess how students perceive the nature of physics experiments…
The existence of gender differences in student performance on conceptual assessments and their responses to attitudinal assessments has been repeatedly demonstrated. This difference is often present in students' preinstruction responses and…
Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students' interest in, and understanding of, experimental physics. There are a…
Student learning in undergraduate physics laboratory courses has garnered increased attention within the PER community. Considerable work has been done to develop curricular materials and pedagogical techniques designed to enhance student…
There is a large variety of goals instructors have for laboratory courses, with different courses focusing on different subsets of goals. An often implicit, but crucial, goal is to develop students` attitudes, views, and expectations about…
There is some evidence that conceptual inquiry-based introductory physics lab curricula, such as RealTime Physics, may improve students' understanding of physics concepts. Thus, these curricula may be attractive for instructors who seek to…
As part of a comprehensive effort to transform our undergraduate physics laboratories and evaluate the impacts of these efforts, we have developed the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). The…
Laboratory courses represent a unique and potentially important component of the undergraduate physics curriculum, which can be designed to allow students to authentically engage with the process of experimental physics. Among other…
Multiweek projects in physics labs can engage students in authentic experimentation practices, and it is important to understand student experiences during projects along multiple dimensions. To this end, we conducted an exploratory…
There is consistent and growing evidence that physics instruction disproportionately harms female students' self-efficacy, their beliefs about their ability to learn and do physics. This harm is problematic because self-efficacy supports…
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…
[Background] Emotional Intelligence (EI) can impact Software Engineering (SE) outcomes through improved team communication, conflict resolution, and stress management. SE workers face increasing pressure to develop both technical and…
Students' self-efficacy, interest, and perceived recognition from others have been shown to be very important for the development of their identity in a given field, which is a critical predictor of students' career decisions. Prior…
Perceptions of disciplinary recognition and identity can be shaped by various forms of feedback and experiences. Here we focus on the potential effects of course grades on the perceievd recognition and physics identity of students. We…
Self-efficacy is a significant construct in education due to its predictive relationship with achievement. Existing measures of assessment-related self-efficacy concentrate on students' beliefs about content-specific tasks but omit beliefs…
The importance of science beliefs such as self-efficacy, interest, identity, sense of belonging, perceived recognition and effectiveness of peer interaction in science education has been increasingly recognized in recent years. Here, we use…