Success in everyday physics: The role of personality and academic variables*

Abstract

Two studies examined students' intuitive physics ability and characteristics associated with physics competence. In Study 1, although many students did well on a physics quiz, more than 25% of students performed below levels predicted by chance. Better performance on the physics quiz was related to physics grades, highest level of math taken, and students' perceived scholastic competence, but was not related to a number of other hypothesized personality variables. Study 2 further explored personality and academic variables and also examined students' awareness of their own physics ability. Results indicate that the personality variables were again unrelated to ability, but narcissism may be related to subjects' estimates of knowledge. Also, academic variables and how important students think it is to understand the physical world are related to both measured and estimated physics proficiency. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 394–409, 2002

Mathematical competencies and the role of mathematics in physics education: A trend analysis of TIMSS Advanced 1995 and 2008

“…Russian students also had twice the amount of hours with advanced mathematics per year compared to the other three countries (ibid). In addition, the most advanced mathematics course was no longer obligatory for the Swedish physics students who participated in TIMSS Advanced 2008 as compared to 1995 (Skolverket, 2009 (Lawrenz et al, 2009;Norvilitis, Reid, & Norvilitis, 2002).…”

Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study

“…Among the critical transforming events were her taking on the role of an “expert” and amusing the class in two science presentations, as well as her volunteering answers to the teacher's questions in subsequent science lessons. The work of Olitsky (2007) in an eighth grade physical science class also demonstrates that feeling empowered enough to answer questions and to participate actively contributes to identity building in science. Similarly, Basu (2008) found that for five minority physics students, expressing their voice in class “described and/or altered their identities, particularly in how they discussed lesson design as connected with their career goals, intellectual identity, social identity, and beliefs about science.” Thus, expressing their voice helped them build connections with other parts of their identity.…”

“…How can teachers encourage this type of voluntary participation by students that is critical for identity development? The work of several qualitative researchers (Barton & Tan, 2009; Basu, 2008; Olitsky, 2007; Tan and Barton, 2008) provides meaningful examples: allowing students the opportunity to express their own voice through presentations, establishing a respectful/encouraging classroom atmosphere that minimizes the anxiety of public expression, positively acknowledging students' views, allowing students to see the “backstage” learning struggles (that even a teacher faces) rather than presenting the material from an elite transfer perspective, and, in general, creating hybrid spaces within classrooms.…”

“…Teacher characteristics: for example, equitable behavior, questioning ability, communication, background (Chin & Brown, 2000;Haussler & Hoffmann, 2002;Labudde et al, 2000;She & Fisher, 2002). Student characteristics: for example, SAT scores, math/science achievement, GPA, socio-economic background, motivations, self-perceptions, perceptions about science/scientists (Bonham, Deardorff, & Beichner, 2003;Carlone, 2004;Cavallo et al, 2004;Cleaves, 2005;Hazari et al, 2007;Jones et al, 2000;Morgan et al, 2001;Norvilitis, Reid, & Norvilitis, 2002;Stokking, 2000;Tai et al, 2005). Relationship with peers, family, and other significant adults: for example, encouragement (Andre et al, 1999;Bleeker & Jacobs, 2004;Cleaves, 2005;Gilbert & Yerrick, 2001;Hatchell, 1998;Hazari et al, 2007;Johnson, 1999;Lee, 2002;Smith & Hausafus, 1998;Tai et al, 2005).…”

Developing a Scientist: A retrospective look

“…As the results showed, teachers were often (but not always) viewed as the source of inspiration and encouragement in the learning of science either by motivating them to learn science or mentoring them in the 'doing' of science. Norvilitis, Reid, and Norvilitis (2002) conducted studies of physics competence and intuitive physics ability with university students and found that self-confidence, exposure to science, and intellectual curiosity were key to everyday physics ability.…”