This study tracks the shifts in attitudes of students in a large, entry level physics course at CSU Long Beach (PHYS 151 - Mechanics and Heat). Intriguing differences in attitude shifts of A, B, and C students are observed using the CLASS (Colorado Learning about Science Survey) instrument. The CLASS is a tool designed to measure the attitudes and approaches used in physics. The survey is used to measure experts and novices in the field. Expert and novice-like beliefs are calculated for the A, B, and C students. We found that the Problem Solving Sophistication category had the most differences in students’ responses between A and C students. With A students having had three expert shifts (moving toward expert-like beliefs) and no novice shifts in this category, and C students having six novice shifts (moving toward novice-like beliefs). An ANOVA test and a t-test were performed to ensure the data was significant. One category emerged as being statistically significant, the Problem Solving Sophistication Unfavorable score, with a p-value of 0.039 when comparing the A and C students, and a p-value of 0.044 when the A and B students are grouped together and compared to the C students. With the t-test findings this infers that the C students are missing something that the A and B students are not. The intriguing question for further study is: can the C students be turned into A-B students by explicit pedagogy and curriculum aimed at transmitting both content and attitudes?
|Advisor:||Pickett, Galen T.|
|Commitee:||Gredig, Thomas, Kisiel, Jim|
|School:||California State University, Long Beach|
|Department:||Physics and Astronomy|
|School Location:||United States -- California|
|Source:||MAI 56/01M(E), Masters Abstracts International|
|Subjects:||Physics, Science education|
|Keywords:||Class, Learning, Problem solving|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be