Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction

Physical Review Special Topics - Physics Education Research

Volumn 9, Issue 2, 2013, Pages

  Brewe, Eric ^a   Traxler, Adrienne ^a   De La Garza, Jorge ^a,b   Kramer, Laird H ^a  

^a FLORIDA INTERNATIONAL UNIVERSITY   (United States)

^b SCHOOL OF ENGINEERING AND SCIENCES   (Mexico)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84887051388     PISSN: None     EISSN: 15549178     Source Type: Journal    
DOI: 10.1103/PhysRevSTPER.9.020116     Document Type: Article

References (41)

1. National Research Council, Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering (National Academies Press, Washington, DC, 2012), pp. 1-231.
2. J. L. Docktor and J. P. Mestre, A synthesis of discipline-based education research in physics, National Research Council White Paper, 2011.
3. A. Elby, Getting started with research on epistemologies and expectations, in Getting Started in PER, Vol. 2, http://www.per-central.org/ items/detail.cfm?ID=10578.
4. D. Hestenes, M. Wells, and G. Swackhamer, Force concept inventory, Phys. Teach. 30, 141 (1992). PHTEAH 0031-921X 10.1119/1.2343497
5. R. K. Thornton and D. R. Sokoloff, Assessing student learning of Newton's laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula, Am. J. Phys. 66, 338 (1998). AJPIAS 0002-9505 10.1119/1.18863
6. E. F. Redish, J. M. Saul, and R. N. Steinberg, Student expectations in introductory physics, Am. J. Phys. 66, 212 (1998). AJPIAS 0002-9505 10.1119/1.18847
7. W. Adams, K. Perkins, N. Podolefsky, M. Dubson, N. Finkelstein, and C. Wieman, New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey, Phys. Rev. ST Phys. Educ. Res. 2, 010101 (2006). PRSTCR 1554-9178 10.1103/PhysRevSTPER.2. 010101
8. I. Halloun and D. Hestenes, Interpreting VASS dimensions and profiles for physics students, Sci. Educ. 7, 553 (1998). 0926-7220 10.1023/A:1008645410992
9. R. Hake, Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses, Am. J. Phys. 66, 64 (1998). AJPIAS 0002-9505 10.1119/1.18809
10. S. J. Pollock and N. D. Finkelstein, Sustaining educational reforms in introductory physics, Phys. Rev. ST Phys. Educ. Res. 4, 010110 (2008). PRSTCR 1554-9178 10.1103/PhysRevSTPER.4.010110
11. E. Brewe, L. Kramer, and G. O'Brien, Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS, Phys. Rev. ST Phys. Educ. Res. 5, 013102 (2009). PRSTCR 1554-9178 10.1103/PhysRevSTPER.5. 013102
12. J. de la Garza and H. Alarcon, Assessing students' attitudes in a college physics course in Mexico, AIP Conf. Proc. 1289, 129 (2010). APCPCS 0094-243X 10.1063/1.3515178
13. J. D. House, Student motivation and achievement in college chemistry, Int. J. Instr. Media 21, 1 (1994). 0092-1815
14. J. D. House, Student motivation, previous instructional experience, and prior achievement as predictors of performance in college mathematics, Int. J. Instr. Media 22, 157 (1995). 0092-1815
15. K. K. Perkins, M. M. Gratny, W. K. Adams, N. D. Finkelstein, and C. E. Wieman, Towards characterizing the relationship between students' self-reported interest in and their surveyed beliefs about physics, AIP Conf. Proc. 818, 137 (2006). APCPCS 0094-243X 10.1063/1.2177042
16. K. Perkins and M. Gratny, Who becomes a physics major? A long-term longitudinal study examining the roles of pre-college beliefs about physics and learning physics, interest, and academic achievement, AIP Conf. Proc. APCPCS 0094-243X 1289, 253 (2010). 10.1063/1.3515214
17. M. Schommer, Effects of beliefs about the nature of knowledge on comprehension, J. Educ. Psychol. 82, 498 (1990). JLEPA5 1939-2176 10.1037/0022-0663.82.3.498
18. M. Schommer, A. Crouse, and N. Rhodes, Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so, J. Educ. Psychol. 84, 435 (1992). 10.1037/0022-0663.84.4.435 JLEPA5 1939-2176
19. L. Lising and A. Elby, The impact of epistemology on learning: A case study from introductory physics, Am. J. Phys. 73, 372 (2005). AJPIAS 0002-9505 10.1119/1.1848115
20. I. A. Halloun, Views about science and physics achievement: The VASS story, AIP Conf. Proc. APCPCS 0094-243X 399, 605 (1997). 10.1063/1.53156
21. A. Elby, " Epistemological beliefs assessment for physical science " (unpublished).
22. K. Gray, W. Adams, C. Wieman, and K. Perkins, Students know what physicists believe, but they don't agree: A study using the CLASS survey, Phys. Rev. ST Phys. Educ. Res. 4, 020106 (2008). PRSTCR 1554-9178 10.1103/ PhysRevSTPER.4.020106
23. A. Elby, Helping physics students learn how to learn, Am. J. Phys. 69, S54 (2001). AJPIAS 0002-9505 10.1119/1.1377283
24. V. Otero and K. E. Gray, Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum, Phys. Rev. ST Phys. Educ. Res. 4, 1 (2008). PRSTCR 1554-9178 10.1103/PhysRevSTPER.4.020104
25. B. Lindsey, L. Hsu, H. Sadaghiani, J. Taylor, and K. Cummings, Positive attitudinal shifts with the Physics by Inquiry curriculum across multiple implementations, Phys. Rev. ST Phys. Educ. Res. 8, 8 (2012). PRSTCR 1554-9178 10.1103/PhysRevSTPER.8.010102
26. E. Brewe, Modeling theory applied: Modeling instruction in introductory physics, Am. J. Phys. 76, 1155 (2008). AJPIAS 0002-9505 10.1119/1.2983148
27. I. A. Halloun, Modeling Theory in Science Education (Kluwer, Dordrecht, 2004).
28. E. Brewe, Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences, Phys. Rev. ST Phys. Educ. Res. 7, 020106 (2011). PRSTCR 1554-9178 10.1103/PhysRevSTPER.7.020106
29. E. Brewe, L. Kramer, and V. Sawtelle, Investigating student communities with network analysis of interactions in a physics learning center, Phys. Rev. ST Phys. Educ. Res. 8, 010101 (2012). PRSTCR 1554-9178 10.1103/PhysRevSTPER.8. 010101
30. D. Desbien, "Modeling discourse management compared to other classroom management styles in university physics," Ph.D. dissertation, Arizona State University, 2002.
31. J. Durden, E. Brewe, L. Kramer, N. S. Rebello, P. V. Engelhardt, and C. Singh, "Implicit action": Understanding discourse management in modeling instruction, AIP Conf. Proc. 1413, 187 (2012). APCPCS 0094-243X 10.1063/1.3680026
32. V. Sawtelle, E. Brewe, and L. H. Kramer, Positive impacts of modeling instruction on self-efficacy, AIP Conf. Proc. 1289, 289 (2010). APCPCS 0094-243X 10.1063/1.3515225
33. Analysis template is available from http://www.colorado.edu/sei/class/.
34. V. Otero, S. Pollock, and N. Finkelstein, A physics department's role in preparing physics teachers: The Colorado learning assistant model, Am. J. Phys. 78, 1218 (2010). AJPIAS 0002-9505 10.1119/1.3471291
35. M. Smithson, Confidence Intervals (SAGE Publications, Inc., Thousand Oaks, CA, 2003).
36. C. Henderson, A. Beach, and N. Finkelstein, Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature, J. Res. Sci. Teach. 48, 952 (2011). JRSTAR 0022-4308 10.1002/tea.20439
37. L. M. Desimone, Improving impact studies of teachers' professional development: Toward better conceptualizations and measures, Educ. Res. 38, 181 (2009). EDURAE 0013-189X 10.3102/0013189X08331140
38. E. F. Redish and D. Hammer, Reinventing college physics for biologists: Explicating an epistemological curriculum, Am. J. Phys. 77, 629 (2009). AJPIAS 0002-9505 10.1119/1.3119150
39. V. Sawtelle, E. Brewe, and L. H. Kramer, Exploring the relationship between self-efficacy and retention in introductory physics, J. Res. Sci. Teach. 49, 1096 (2012). JRSTAR 0022-4308 10.1002/tea.21050
40. R. M. Goertzen, E. Brewe, and L. Kramer, Expanded markers of success in introductory university physics, Int. J. Sci. Educ. 35, 262 (2013). ISEDEB 0950-0693 10.1080/09500693.2012.718099
41. R. Goertzen, E. Brewe, L. Kramer, L. Wells, and D. Jones, Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials, Phys. Rev. ST Phys. Educ. Res. 7, 9 (2011). PRSTCR 1554-9178 10.1103/PhysRevSTPER.7.020105