Unexpected attitudinal growth in a course combining reformed curricula

Hull, Michael M.; Lindsey, Beth A.; Archambault, Matthew; Davey, Kathleen; Liu, Amy

doi:10.1103/physrevphyseducres.12.010101

Cited by 5 publications

(1 citation statement)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Studies in the physics education research community thus far have looked heavily into the impact of classroom teaching on students' views about the nature of physics and learning physics [42][43][44][45][46][47][48][49][50]. An emerging pattern from such studies indicates that conventional, and even many reformed, teaching practices seem incapable of producing positive outcomes, but classes that explicitly and reflectively address learners' epistemologies may result in an improvement on students' views [8].…”

Section: Epistemological Development and Changementioning

confidence: 99%

Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers

Ding

Zhang

2016

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

Previous literature on learners' epistemological beliefs about physics has almost exclusively focused on analysis of university classroom instruction and its effects on students' views. However, little is known about other populations or factors other than classroom instruction on learners' epistemologies. In this study, we used a cross-sequential method, combining both longitudinal and cross-sectional designs, to investigate an epistemological progression trend from preservice to in-service teachers. Six cohorts of participants were studied, who either were then attending or had completed an undergraduate teacher preparation program in physics at a major Chinese university. These cohorts were incoming freshmen, endof-year freshmen, end-of-year sophomores, end-of-year juniors, end-of-year seniors, and 1st-year high school physics teachers who were about to enter the 2nd year of teaching. We used the Colorado Learning Attitudes about Science Survey (CLASS) as both a pretest and a post-test to gauge the changes in the participants' epistemological views over an entire academic year. Follow-up interviews were also conducted to explore factors responsible for such changes. Results showed that the epistemological trend as measured by CLASS did not increase monotonically. Instead, there was a decrease in the epistemological trend among the incoming freshmen in their first year undergraduate studies, followed by a long stasis until the end of the senior year. Then, there was a rebound for the end-of-year seniors in their 1st year of teaching, followed by another plateau. Interviews revealed that the competitive learning environment, increased content difficulty, and unfamiliar pedagogies in college were major factors that negatively influenced incoming freshmen's views about physics. Conversely, a role change from student to teacher and relatively easy content in high school positively impacted end-of-year seniors' views about physics and learning.

show abstract

Section: Epistemological Development and Changementioning

confidence: 99%

Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers

Ding

Zhang

2016

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

show abstract

Measuring epistemologies in science learning and teaching: A systematic review of the literature

et al. 2021

View full text Add to dashboard Cite

Promoting understanding of the epistemologies of science has long been the primary objective in science education, and can be viewed as a form of science learning outcome.Many studies have attempted to understand learners' conceptions of epistemology in science from various perspectives and methods; however, no recent reviews have focused on the measurement of various constructs and variables of epistemologies of science. The main purpose of this review study is to understand how these epistemologies in science teaching and learning were measured, and to provide an overview of recent developments with respect to the measurement issue in the epistemology of science. We searched for articles that were published between 2010 and 2019 and retained 225 eligible studies passing all review criteria for inclusion in this review. Major constructs of epistemologies of science emerging from the studies include epistemic beliefs and views, nature of science, epistemic

show abstract

Setting-Specific Learning Environments

Gaffney

Direnga

2023

The International Handbook of Physics Education Research: Teaching Physics

View full text Add to dashboard Cite

Learning environments, as defined in the previous chapter as necessarily having intentionality, may not cover all of the aspects of the formal instruction. Such learning environments are classified as “setting-specific” in that they create a setting to address specific instructional needs. As such, they are adapted wherever they are adopted to fit the target's culture and needs, and different implementations may look somewhat different. Because of their restriction to specific settings, these particular learning environments are able to be used within the same course or formal instruction. We present five keystone setting-specific learning environments and classify them into three distinct families: integrating pedagogy in reformed physical spaces (SCALE-UP), engagement within the lecture setting (Peer Instruction and Interactive Lecture Demonstrations), and cooperative learning outside the lecture setting (Tutorials and Cooperative Problem Solving). We discuss the features that make each of these examples a learning environment and describe key areas of research conducted within the keystone examples as well as some adaptations made from those examples.

show abstract

Unexpected attitudinal growth in a course combining reformed curricula

Cited by 5 publications

References 52 publications

Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers

Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers

Measuring epistemologies in science learning and teaching: A systematic review of the literature

Setting-Specific Learning Environments

Contact Info

Product

Resources

About