Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about Science Survey
Contributing Organization(s): Physics Education Research Group at Colorado
Author(s)/Creator(s): K.K. Perkins; W.K. Adams; S.J. Pollock; N.D. Finkelstein; C.E. Wieman
Publishing Date: 2005-05-11
Issue Areas: Education and Literacy; Computers and Technology; Science
Ownership/Rights Info: Please consult the copyright holder before using or repurposing this information.
File info: 4 pages; 171.74 KB file size
Access Note: Survey is available for free on the CLASS website: http://www.colorado.edu/sei/class/
A number of instruments have been designed to probe the variety of attitudes, beliefs, expectations, and epistemological frames taught in our introductory physics courses. Using a newly developed instrument -- the Colorado Learning Attitudes about Science Survey (CLASS)[1] -- we examine the relationship between students' beliefs about physics and other educational outcomes, such as conceptual learning and student retention. We report results from surveys of over 750 students in a variety of courses, including several courses modified to promote favorable beliefs about physics. We find positive correlations between particular student beliefs and conceptual learning gains, and between student retention and favorable beliefs in select categories. We also note the influence of teaching practices on student beliefs.
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Access Note: Survey is available for free on the CLASS website: http://www.colorado.edu/sei/class/
Intended Audience: College/University Professors; Researchers; Teachers-elementary; Teachers-middle school; Teachers-high school
Type/Format: Whitepaper
Language code: English
Type/Format: Whitepaper
Language code: English
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