A Perspective Interrogation of Students’ Epistemological Beliefs And Anticipations of Studying Physics as an Introductory Course in Computer Science Engineering

Abstract

Physics is ruminated to be the backbone of every Engineering stream. However, students pursuing computer science Engineering have an altogether different perception of the subject in terms of nature of knowledge and its future implications in their field of study. They are very apprehensive in stipulated learning of the subject as there exists a common belief that algorithm and program designing requires no prior knowledge of Physics or Physics laboratory and it is merely a superfluous subject laden upon them in their introductory year of Engineering. In this present manuscript, efforts are being made to explore their epistemological beliefs and expectations about the subject. In order to explore the anticipations and attitudes in learning Physics by these students, the Maryland Physics Expectation Survey (MPEX Survey) and the Engineering Physics Survey (EP Survey) has been tested for both their rationality and dependability. The EP Survey is specifically designed by the one author (N.H.) to determine the perceptions, beliefs and expectations of Computer Science Engineering students from the subject Engineering Physics. Parametric and non-parametric tests were applied to the clusters. A deep cluster wise analysis of all the items in both the surveys clearly pointed out to the fact that the students who liked Physics at school level have positive responses which are similar to that of experts and are highly motivated in learning the subject. However, the percentage of these students is quite low. Conversely, students who disliked Physics at school level carry the same perception while pursuing Engineering as well and they find no rationale in understanding the importance of this subject. Thus, the role of a school Physics teacher is pivotal in generating interest amongst students for the subject as otherwise the long –term implications at higher levels of study turn out to be very severe.