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 journalArticlepeer-review

31 Scopus citations

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

All Science Journal Classification (ASJC) codes

  • Education
  • Physics and Astronomy(all)

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