Author(s): Beth A. Lindsey1 | Leonardo Hsu2 | Homeyra Sadaghiani3 | Jack W. Taylor4 | Karen Cummings5
Journal: Physical review special topics. Physics education research
ISSN 1554-9178
Volume: 8;
Issue: 1;
Date: 2012;
Original page
ABSTRACT
Recent publications have documented positive attitudinal shifts on the Colorado Learning Attitudes about Science Survey (CLASS) among students enrolled in courses with an explicit epistemological focus. We now report positive attitudinal shifts in classes using the Physics by Inquiry (PbI) curriculum, which has only an implicit focus on student epistemologies and nature of science issues. These positive shifts have occurred in several different implementations of the curriculum, across multiple institutions and multiple semesters. In many classes, students experienced significant attitudinal shifts in the problem-solving categories of the CLASS, despite the conceptual focus of most PbI courses.
Journal: Physical review special topics. Physics education research
ISSN 1554-9178
Volume: 8;
Issue: 1;
Date: 2012;
Original page
ABSTRACT
Recent publications have documented positive attitudinal shifts on the Colorado Learning Attitudes about Science Survey (CLASS) among students enrolled in courses with an explicit epistemological focus. We now report positive attitudinal shifts in classes using the Physics by Inquiry (PbI) curriculum, which has only an implicit focus on student epistemologies and nature of science issues. These positive shifts have occurred in several different implementations of the curriculum, across multiple institutions and multiple semesters. In many classes, students experienced significant attitudinal shifts in the problem-solving categories of the CLASS, despite the conceptual focus of most PbI courses.
