Validity of Colorado Learning Attitudes about Science Survey for a high-achieving, Finnish population

Kontro, Inkeri; Buschhüter, David

doi:10.1103/physrevphyseducres.16.020104

Cited by 10 publications

(11 citation statements)

References 23 publications

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“…Table I provides example questions for each of the factors Douglas et al [40] described: personal application, personal effort, and problem solving. This structure is similar to the one found by Kontro and Buschhüter [93] and by Heredia and Lewis [92] on the CLASS for chemistry. The original authors also adopted the reduction of the scores into two categories with agree and strongly agree categorized as expertlike and the other three options categorized as not expertlike.…”

Section: A Instrumentsupporting

confidence: 88%

“…The CLASS is the most commonly used measure of attitudes and attitudes about learning and doing physics [33]. However, some researchers have raised questions about what the CLASS measures and how the CLASS is analyzed [40,[91][92][93]. The original authors of the CLASS argued that it measured a set of eight categories of attitudes.…”

Section: A Instrumentmentioning

confidence: 99%

“…The original authors of the CLASS argued that it measured a set of eight categories of attitudes. However, three research teams [40,[93][94][95] used common psychometric methods to find a smaller set of factors measured by the CLASS. Table I provides example questions for each of the factors Douglas et al [40] described: personal application, personal effort, and problem solving.…”

Section: A Instrumentmentioning

confidence: 99%

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Investigating society’s educational debts due to racism and sexism in student attitudes about physics using quantitative critical race theory

Nissen¹,

Horses

Dusen

2021

Phys. Rev. Phys. Educ. Res.

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The American Physical Society calls on its members to improve the diversity of physics by supporting an inclusive culture that encourages women and Black, Indigenous, and people of color to become physicists. In the current educational system, it is unlikely for a student to become a physicist if they do not share the same attitudes about what it means to learn and do physics as those held by most professional physicists. Evidence shows college physics courses and degree programs do not support students in developing these attitudes. Rather physics education filters out students who do not enter college physics courses with these attitudes. To better understand the role of attitudes in the lack of diversity in physics, we investigated the intersecting relationships between racism and sexism in inequities in student attitudes about learning and doing physics using a critical quantitative framework. The analyses used hierarchical linear models to examine students' attitudes as measured by the Colorado Learning Attitudes about Science Survey. The data came from the Learning About STEM Student Outcomes database and included 2170 students in 46 calculus-based mechanics courses and 2503 students in 49 algebra-based mechanics courses taught at 18 institutions. Like prior studies, we found that attitudes either did not change or slightly decreased for most groups. Results identified large differences across intersecting race and gender groups representing educational debts society owes these students. White students, particularly White men in calculus-based courses, tended to have more expertlike attitudes than any other group of students. Instruction that addresses society's educational debts can help move physics toward an inclusive culture supportive of diverse students and professionals.

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Section: A Instrumentsupporting

confidence: 88%

Section: A Instrumentmentioning

confidence: 99%

Section: A Instrumentmentioning

confidence: 99%

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Investigating society’s educational debts due to racism and sexism in student attitudes about physics using quantitative critical race theory

Nissen¹,

Horses

Dusen

2021

Phys. Rev. Phys. Educ. Res.

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“…Finally, it was applied to thousands of students and we verified that the beliefs of those with more experience in physics closer to those of the experts. The results of their application in different geographical and social contexts, or in groups where different teaching strategies are applied, are available for analysis and comparison (Milner-Bolotin, Antimirova, Noack, & Petrov, 2011;Ding, 2013;Suwonjandee, Mahachok, & Asavapibhop, 2018;Balta, Cessna, & Kaliyeva, 2020, Kontro, & Buschhüter, 2020Nissen et al, 2021). This instrument assesses students' attitudes towards learning physics, how they think physics relates to their daily lives, and what they think about physics.…”

Section: Methodsmentioning

confidence: 99%

What are the attitudes and beliefs about science of the Physics teachers and future Physics teachers in uruguay?

Suárez¹,

Baccino²,

Martı́

2021

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We investigate the epistemological conceptions of the uruguayan Physics teachers and future Physics teachers through the application of the CLASS test (Colorado Learning Attitudes about Science Survey), one of the most accepted instruments in the research community in Physics education. The results obtained allow us to compare the attitudes and beliefs about science of both groups and quantitatively evaluate the agreement or not with the conceptions of experts in the field. First, we present a general screenshot of the responses and then we identify categories in which there are significant similarities or differences between the two groups studied and in turn with the reference of the experts. The categories that show significant positive or negative variations between the opinions of future teachers and teachers indicate the areas where training is favorable or unfavorable. On the other hand, the areas where the differences with the opinions of the experts are globally notorious suggest that they should be strengthened. To get a more global perspective, we also compare our results with those published in the literature. Finally, we raise several questions that we think may favor further inquiries.

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“…The revised instrument continues the process of refining the CLASS learning attitudes tool and demonstrates the usefulness of more-precise theoretical definitions of the constructs being measured. The operational definitions that we provide here for Atomic-Molecular Perspective of Chemistry (AM), Conceptual Connections (CC), and Personal Interest (PI) provide a process for refining the related tools used in physics (Kontro & Buschhüter, 2020;Wilcox, 2018) and biology (Semsar, Knight, Birol and Smith 2017). Our approach demonstrates the use of coefficient omega, which is more appropriate for this use case than coefficient alpha primarily because of the variation in standardized loadings visible in Table 2 (McNeish, 2018).…”

Section: Revised Class-cmentioning

confidence: 99%

Student enrollment decisions and academic success: evaluating the impact of classroom space design

Ralph

Schneider

Benson

et al. 2021

Learning Environ Res

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Instruction based on active learning is being promoted in higher education by the creation of new collaborative teaching and learning spaces, but capacity does not yet exist for all courses to be held in these new spaces. In this study, we examined how students choose between sections of the same course, with the same materials and techniques used by the same instructor, delivered in a collaborative teaching and learning space compared with a lecture-theater space. We also measured how the factors used in enrollment decisionmaking, and the subsequent learning experiences in the chosen environment, are associated with student attitudes related to learning chemistry. We collected student survey data from undergraduate students enrolled in Organic Chemistry II using items from the Colorado Learning Attitudes toward Science Survey for Chemistry and questions about the enrollment process. Students also responded to in-class prompts at the end of the semester about several different factors that could have influenced their decision to enroll in their section of the course. We combined these student responses with other data to create structural equation models for how the design of the teaching and learning space is associated with decision-making factors or attitudes about learning chemistry. Our models showed correlations among space enrollment, aspects of student identity, decision-making factors, and attitudes toward learning chemistry. These results suggest that students are self-sorting between the various learning spaces, which demonstrates a need for further research into the drivers of these sorting patterns over time.

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Validity of Colorado Learning Attitudes about Science Survey for a high-achieving, Finnish population

Cited by 10 publications

References 23 publications

Investigating society’s educational debts due to racism and sexism in student attitudes about physics using quantitative critical race theory

Investigating society’s educational debts due to racism and sexism in student attitudes about physics using quantitative critical race theory

What are the attitudes and beliefs about science of the Physics teachers and future Physics teachers in uruguay?

Student enrollment decisions and academic success: evaluating the impact of classroom space design

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