Correlations between student discussion behavior, attitudes, and learning

Kortemeyer, Gerd

doi:10.1103/physrevstper.3.010101

Cited by 35 publications

(41 citation statements)

References 22 publications

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“…In some studies, students' degree of "sophistication" in their beliefs about learning physics are analyzed by scoring their written responses to reflective questions [221,524]. After the researchers have obtained such a quantitative measure, it is analyzed further by statistical correlations with other course measures such as concept inventory scores, course exams, homework, or final course grades.…”

Section: Data Sources and Analysismentioning

confidence: 99%

Synthesis of discipline-based education research in physics

Docktor

Mestre

2014

Phys. Rev. ST Phys. Educ. Res.

397

320

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This paper presents a comprehensive synthesis of physics education research at the undergraduate level. It is based on work originally commissioned by the National Academies. Six topical areas are covered: (1) conceptual understanding, (2) problem solving, (3) curriculum and instruction, (4) assessment, (5) cognitive psychology, and (6) attitudes and beliefs about teaching and learning. Each topical section includes sample research questions, theoretical frameworks, common research methodologies, a summary of key findings, strengths and limitations of the research, and areas for future study. Supplemental material proposes promising future directions in physics education research.

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Section: Data Sources and Analysismentioning

confidence: 99%

Synthesis of discipline-based education research in physics

Docktor

Mestre

2014

Phys. Rev. ST Phys. Educ. Res.

397

320

View full text Add to dashboard Cite

show abstract

“…Students' views, expectations, and beliefs about physics and science in general were measured using surveys, guided interviews, and observations (Kortemeyer, 2007). Surveys were the most frequently used instruments for this purpose.…”

Section: Expectations About Physicsmentioning

confidence: 99%

Exploring University Students’ Expectations and Beliefs about Physics and Physics Learning in a Problem-Based Learning Context

Şahin

2009

EURASIA J MATH SCI T

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This paper reports the results of an exploratory study aimed to determine university students' expectations and beliefs in a problem-based introductory physics course, how those expectations compare to that of students in other universities, and change as a result of one semester of instruction. In total, 264 freshmen engineering students of Dokuz Eylul University (DEU) in Izmir, Turkey enrolled in the study. The study involved two groups, first group (n = 100) was instructed via modular-based active learning (problembased learning [PBL]) method and second group (n = 164) by traditional lecture method. Data were collected through pre and post application of the Maryland Physics Expectations (MPEX) survey. Students' average favorable and unfavorable percentage scores were determined. The results showed that average favorable scores of both groups were substantially lower than that of experts and that of other university students reported in the literature. Students' favorable scores have dropped significantly after one semester of instruction. PBL and traditional groups displayed similar degree of 'expert' beliefs. The results of this study showed that university students' expectations and beliefs about physics and physics learning have deteriorated as a result of one semester of instruction whether in PBL or traditional context. Implications of the results were discussed.

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“…This model, although shown to be mostly decent, by no means represents a thorough account of all causal relations. For instance, learning behaviors may mediate the influence of epistemology on conceptual learning as suggested by Kortemeyer [23]. Therefore, adding more variables into the current model may further increase its veridicality.…”

Section: Discussionmentioning

confidence: 99%

Verification of causal influences of reasoning skills and epistemology on physics conceptual learning

Ding

2014

Phys. Rev. ST Phys. Educ. Res.

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This study seeks to test the causal influences of reasoning skills and epistemologies on student conceptual learning in physics. A causal model, integrating multiple variables that were investigated separately in the prior literature, is proposed and tested through path analysis. These variables include student preinstructional reasoning skills measured by the Classroom Test of Scientific Reasoning, pre-and postepistemological views measured by the Colorado Learning Attitudes about Science Survey, and preand postperformance on Newtonian concepts measured by the Force Concept Inventory. Students from a traditionally taught calculus-based introductory mechanics course at a research university participated in the study. Results largely support the postulated causal model and reveal strong influences of reasoning skills and preinstructional epistemology on student conceptual learning gains. Interestingly enough, postinstructional epistemology does not appear to have a significant influence on student learning gains. Moreover, pre-and postinstructional epistemology, although barely different from each other on average, have little causal connection between them.

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Correlations between student discussion behavior, attitudes, and learning

Cited by 35 publications

References 22 publications

Synthesis of discipline-based education research in physics

Synthesis of discipline-based education research in physics

Exploring University Students’ Expectations and Beliefs about Physics and Physics Learning in a Problem-Based Learning Context

Verification of causal influences of reasoning skills and epistemology on physics conceptual learning

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