Positive attitudinal shifts with the physics by inquiry curriculum across multiple implementations

Beth A. Lindsey, Leonardo Hsu, Homeyra Sadaghiani, Jack W. Taylor, Karen Cummings

Research output: Contribution to journalArticle

26 Citations (Scopus)

Abstract

Recent publications have documented positive attitudinal shifts on the Colorado Learning Attitudes about Science Survey (CLASS) among students enrolled in courses with an explicit epistemological focus. We now report positive attitudinal shifts in classes using the Physics by Inquiry (PbI) curriculum, which has only an implicit focus on student epistemologies and nature of science issues. These positive shifts have occurred in several different implementations of the curriculum, across multiple institutions and multiple semesters. In many classes, students experienced significant attitudinal shifts in the problem-solving categories of the CLASS, despite the conceptual focus of most PbI courses. Published by the American Physical Society under the terms of the <uri xlink:href="http://creativecommons.org/licenses/by/3.0/ ">Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.

Original languageEnglish (US)
Article number010102
JournalPhysical Review Special Topics - Physics Education Research
Volume8
Issue number1
DOIs
StatePublished - Jan 30 2012

Fingerprint

physics
students
curriculum
attribution
shift
science
distribution of work
learning
student
license
epistemology
semester
problem solving
Society

All Science Journal Classification (ASJC) codes

  • Education
  • Physics and Astronomy(all)

Cite this

@article{996dfecf6cce400c873c17628df1886a,
title = "Positive attitudinal shifts with the physics by inquiry curriculum across multiple implementations",
abstract = "Recent publications have documented positive attitudinal shifts on the Colorado Learning Attitudes about Science Survey (CLASS) among students enrolled in courses with an explicit epistemological focus. We now report positive attitudinal shifts in classes using the Physics by Inquiry (PbI) curriculum, which has only an implicit focus on student epistemologies and nature of science issues. These positive shifts have occurred in several different implementations of the curriculum, across multiple institutions and multiple semesters. In many classes, students experienced significant attitudinal shifts in the problem-solving categories of the CLASS, despite the conceptual focus of most PbI courses. Published by the American Physical Society under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.",
author = "Lindsey, {Beth A.} and Leonardo Hsu and Homeyra Sadaghiani and Taylor, {Jack W.} and Karen Cummings",
year = "2012",
month = "1",
day = "30",
doi = "10.1103/PhysRevSTPER.8.010102",
language = "English (US)",
volume = "8",
journal = "Physical Review Special Topics - Physics Education Research",
issn = "1554-9178",
publisher = "American Physical Society",
number = "1",

}

Positive attitudinal shifts with the physics by inquiry curriculum across multiple implementations. / Lindsey, Beth A.; Hsu, Leonardo; Sadaghiani, Homeyra; Taylor, Jack W.; Cummings, Karen.

In: Physical Review Special Topics - Physics Education Research, Vol. 8, No. 1, 010102, 30.01.2012.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Positive attitudinal shifts with the physics by inquiry curriculum across multiple implementations

AU - Lindsey, Beth A.

AU - Hsu, Leonardo

AU - Sadaghiani, Homeyra

AU - Taylor, Jack W.

AU - Cummings, Karen

PY - 2012/1/30

Y1 - 2012/1/30

N2 - Recent publications have documented positive attitudinal shifts on the Colorado Learning Attitudes about Science Survey (CLASS) among students enrolled in courses with an explicit epistemological focus. We now report positive attitudinal shifts in classes using the Physics by Inquiry (PbI) curriculum, which has only an implicit focus on student epistemologies and nature of science issues. These positive shifts have occurred in several different implementations of the curriculum, across multiple institutions and multiple semesters. In many classes, students experienced significant attitudinal shifts in the problem-solving categories of the CLASS, despite the conceptual focus of most PbI courses. Published by the American Physical Society under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.

AB - Recent publications have documented positive attitudinal shifts on the Colorado Learning Attitudes about Science Survey (CLASS) among students enrolled in courses with an explicit epistemological focus. We now report positive attitudinal shifts in classes using the Physics by Inquiry (PbI) curriculum, which has only an implicit focus on student epistemologies and nature of science issues. These positive shifts have occurred in several different implementations of the curriculum, across multiple institutions and multiple semesters. In many classes, students experienced significant attitudinal shifts in the problem-solving categories of the CLASS, despite the conceptual focus of most PbI courses. Published by the American Physical Society under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.

UR - http://www.scopus.com/inward/record.url?scp=84856812376&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84856812376&partnerID=8YFLogxK

U2 - 10.1103/PhysRevSTPER.8.010102

DO - 10.1103/PhysRevSTPER.8.010102

M3 - Article

AN - SCOPUS:84856812376

VL - 8

JO - Physical Review Special Topics - Physics Education Research

JF - Physical Review Special Topics - Physics Education Research

SN - 1554-9178

IS - 1

M1 - 010102

ER -