Comparing introductory physics and astronomy students’ attitudes and approaches to problem solving

Abstract

Students taking introductory physics and introductory astronomy classes, which are both gateways to a physics or physics and astronomy major, may have different attitudes and approaches to problem solving (AAPS). We examined how introductory physics students’ AAPS compare to those of introductory astronomy students, using a previously validated survey, the AAPS survey. In addition, we compared the performance of the introductory physics and astronomy students on the factors which were identified in a factor analysis in the original validation study. We found that introductory astronomy students’ overall average AAPS score was significantly more favourable than that of introductory physics students (), and the effect size was large (Cohen’s d = 0.81). We also found that introductory astronomy students’ scores were more favourable in all clusters of questions except for one factor involving drawing diagrams and writing scratch-work while solving problems. Follow-up interviews suggest that one possible explanation for less favourable scores in this factor is the context of astronomy problems, e.g. the difficulty and usefulness of drawing electromagnetic radiation. Moreover, introductory astonomy students who were interviewed indicated that they would likely draw diagrams for problems that lend themselves well to sketching, such as problems involving celestial mechanics. We also found that introductory physics and astronomy students were equally capable of solving two isomorphic problems posed to them, and that the majority of introductory physics and introductory astronomy students reported that the problem posed in the astronomy context was more interesting to them. Interviews suggest that the context of astronomy in problem solving may be more interesting for students and could be one possible explanation for the more favourable AAPS scores amongst introductory astronomy students compared to introductory physics students. Instructors of introductory physics courses should heed these findings which indicate that it may be beneficial for instructors of introductory physics courses to incorporate problems into their instruction which contain real-world contexts, which may serve to increase student interest-level, and which could help create more favourable attitudes and approaches towards problem solving.