Longitudinal analysis of women and men’s motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track

Cwik, Sonja; Singh, Chandralekha

doi:10.1103/physrevphyseducres.18.020111

Cited by 6 publications

(2 citation statements)

References 90 publications

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“…Perceived recognition in a domain, such as physics, refers to students' perception about whether other people see them as a physics person (Hazari & Cass, 2018). Prior studies have shown that perceived recognition is the strongest predictor of students' physics identity compared to selfefficacy and interest (Cwik & Singh, 2022a;Godwin et al, 2016;Kalender Marshman, Schunn, Nokes-Malach, & Singh, 2019;Li & Singh, 2022a). Moreover, perceived recognition also predicts students' course grades in introductory physics courses (Cwik & Singh, 2022b;Li, Whitcomb, & Singh al., 2020).…”

Section: Physics Identity Frameworkmentioning

confidence: 99%

Considering Statistically Equivalent Models when using Structural Equation Modeling: an Example from Physics Identity

Li,

Singh

2023

IJISME

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Structural equation modeling (SEM) is a statistical method widely used in educational research to investigate relationships between variables. Using a SEM model involves a crucial step of considering statistically equivalent models and contemplating why the proposed model should not be rejected in favor of equivalent ones. However, many studies using SEM did not explicitly discuss this step. In this study, we use physics identity model as an example to demonstrate how multiple statistically equivalent models have distinct instructional implications. Previous research has indicated that physics identity comprises three dimensions: perceived recognition, self-efficacy, and interest. However, the relationships between these dimensions have not been thoroughly understood. Here, we discuss how our proposed model with perceived recognition predicting self-efficacy and interest is supported by prior studies involving individual student interviews and how intervention studies can further determine a more accurate causal model. Our study highlights the importance of considering statistically equivalent models when using SEM as an analysis tool.

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Section: Physics Identity Frameworkmentioning

confidence: 99%

Considering Statistically Equivalent Models when using Structural Equation Modeling: an Example from Physics Identity

Li,

Singh

2023

IJISME

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“…Physics education also pays attention to gender equality and diversity in the classroom. Physics teachers strive to create an inclusive and engaging learning environment for all students, regardless of gender, cultural background, or abilities (Cwik & Singh, 2022;Wulandari et al, 2021;Sahidu et al, 2021). Students are given opportunities to develop their physics skills without feeling intimidated or discriminated against.…”

Section: Introductionmentioning

confidence: 99%

How Extensively do Teachers Train Students' Metacognition Abilities in Physics Learning in High School?

Alpindo,

Istiyono,

Widihastuti

2024

jpppf

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Metacognition refers to the capacity to comprehend and regulate one's own cognitive processes. By cultivating students' metacognitive skills in physics education, they will acquire the ability to understand and govern their own thinking. This, in turn, will enhance the effectiveness of physics instruction by fostering student engagement and enabling them to rectify their own errors. However, previous studies have revealed a scarcity of physics teachers who integrate metacognitive training into their teaching practices. Thus, the aim of this research is to investigate the extent to which high school physics teachers in the Riau Islands Province engage in metacognitive training for their students. Employing a qualitative approach with a phenomenological method, data was collected through interviews conducted with physics teachers from local high schools. This study's participants are physics teachers in the Kepulauan Riau Province. There are a total of 25 physics teachers participating in the study. The sampling technique employed in this research is purposive sampling. During these interviews, the researchers posed open-ended questions to elicit insights into physics teachers' experiences with the cultivation of metacognitive skills in their students during physics lessons. According to the study's findings, physics teachers in the Riau Islands Province are indeed training their students in indicators of metacognitive abilities. However, we observed that some teachers remain unaware that the exercises they assign inherently serve as indicators of metacognitive skills. This lack of awareness is attributed to a deficient understanding among teachers regarding the nature of metacognition.

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Framework for and Review of Research on Assessing and Improving Equity and Inclusion in Undergraduate Physics Learning Environments

Cwik

Singh

2023

The International Handbook of Physics Education Research: Special Topics

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In this chapter, we begin with a theoretical framework that emphasizes the importance of creating an equitable and inclusive learning environment so that students from all demographic groups benefit from evidence-based active engagement curricula and pedagogies. We then discuss both quantitative and qualitative assessment findings (using survey data and ethnographic and interview data) that suggest that without explicit thoughts and measures, undergraduate physics learning environments are not equitable and inclusive. Our focus here is on two marginalized groups in physics: women and ethnic/racial minority students who are severely underrepresented in physics. We discuss research that shows highly troubling trends, e.g., ethnic and racial minority students’ drop out of the physics major at twice the rate compared to white students and women drop out with significantly higher GPAs than men. In addition to course level performance gaps, we discuss findings pertaining to beliefs that show that women and ethnic/racial minority students often have lower physics sense of belonging, self-efficacy, perceived recognition by others including instructors and identity compared to students from the dominant group. We also discuss how stereotype threat can result in the deteriorated performance of marginalized students. Finally, we discuss how social psychological classroom interventions and an explicit focus on creating student-centered inclusive classrooms can lead to more equitable outcomes.

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Longitudinal analysis of women and men’s motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track

Cited by 6 publications

References 90 publications

Considering Statistically Equivalent Models when using Structural Equation Modeling: an Example from Physics Identity

Considering Statistically Equivalent Models when using Structural Equation Modeling: an Example from Physics Identity

How Extensively do Teachers Train Students' Metacognition Abilities in Physics Learning in High School?

Framework for and Review of Research on Assessing and Improving Equity and Inclusion in Undergraduate Physics Learning Environments

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