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

Abstract

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.

Blended Learning and Problem-Based Learning Instructional Strategies as Determinants of Senior Secondary School Students’ Achievement in Algebra

“…The PBL developed at McMaster University four decades ago (Barrows & Tamblyn, 1976, 1980, has grown as an interactive instructional strategy in medicine, engineering, and education (Edens, 2000;Edwards & Hammer, 2004;Eldredge, 2004;Fink etal., 2002;Jones, 2006;Şahin, 2009a;Selcuk & Şahin, 2008;Stonyer & Marshall, 2002). In addition, PBL has equally been used in physical science subjects like physics (Duch, 1996;Iroegbu, 1998;Raine & Collett, 2003;Şahin, 2007;Şahin, 2009b;Şahin & Yörek, 2009). It is evident that PBL has been researched into and very well documented as an effective strategy in enhancing students' learning outcomes in varied school subjects across many countries in Europe, America, Asia, and Africa (Albanese & Mitchell, 1993;Berkson, 1993;Colliver, 2000;Major & Palmer, 2001;Norman & Schmidt, 1992Prince, 2004;Vernon & Blake, 1993) but its effectiveness in Nigeria is yet to be confirmed (Fatade, Arigbabu, Mogari & Awofala, 2014).…”

Ensino Orientado Para a Aprendizagem Baseada Na Resolução De Problemas E Ensino Tradicional: Um Estudo Centrado Em "Transformação De Matéria E De Energia"

“…Os primeiros começam por duvidar que os alunos sejam capazes de aprender e sentem vontade de lhes fornecer a informação necessária à resolução do problema (MORGADO, 2013). Os segundos desenvolvem ansiedade pela "resposta correta" (SAHIN, 2009), pretendendo alcançá-la muito rapidamente (SAHIN;YOREK, 2009). Essa ansiedade afeta de modo particular os alunos que são considerados (pelos respectivos professores) muito bons alunos, especialmente quando se encontram integrados em turmas heterogêneas , pois sentem o fato de terem que procurar o conhecimento a aprender como algo potencialmente ameaçador do seu estatuto acadêmico perante os colegas considerados menos bons alunos.…”

“…Os primeiros começam por duvidar que os alunos sejam capazes de aprender e sentem vontade de lhes fornecer a informação necessária à resolução do problema (MORGADO, 2013). Os segundos desenvolvem ansiedade pela "resposta correta" (SAHIN, 2009) são considerados (pelos respectivos professores) muito bons alunos, especialmente quando se encontram integrados em turmas heterogêneas , pois sentem o fato de terem que procurar o conhecimento a aprender como algo potencialmente ameaçador do seu estatuto acadêmico perante os colegas considerados menos bons alunos. Acresce que os alunos considerados menos bons, ao terem uma oportunidade de aprender de forma diferente da habitual e em ambiente social, adaptam-se bem ao EOABRP, ganham confiança em si mesmos e surpreendem os professores, aproximando-se dos alunos considerados melhores .…”

Initial study of neutral post-instruction responses on the Maryland Physics Expectation Survey

“…There is a body of literature dedicated to the study of student beliefs about their role in the physics classroom and how such beliefs affect student engagement and achievement in the physics course [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16]. These are instrumental in our understanding of how student expectations of learning may change during the course of an introductory physics course, concentrating on student favorable responses.…”