Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS

Eric Brewe,Laird Kramer,George O’Brien

doi:10.1103/physrevstper.5.013102

Abstract

Among the most surprising findings in Physics Education Research is the lack of positive results on attitudinal measures, such as Colorado Learning Attitudes about Science Survey (CLASS) and Maryland Physics Expectations Survey (MPEX). The uniformity with which physics teaching manages to negatively shift attitudes toward physics learning is striking. Strategies which have been shown to improve conceptual learning, such as interactive engagement and studio-format classes, provide more authentic science experiences for students; yet do not seem to be sufficient to produce positive attitudinal results. Florida International University's Physics Education Research Group has implemented Modeling Instruction in University Physics classes as part of an overall effort toward building a research and learning community. Modeling Instruction is explicitly designed to engage students in scientific practices that include model building, validation, and revision. Results from a preinstruction/postinstruction CLASS measurement show attitudinal improvements through both semesters of an introductory physics sequence, as well as over the entire two-course sequence. In this Brief Report, we report positive shifts from the CLASS in one section of a modeling-based introductory physics sequence, for both mechanics $(N=22)$ and electricity and magnetism $(N=23)$. Using the CLASS results and follow up interviews, we examine how these results reflect on modeling instruction and the unique student community and population at FIU.

Highlights

Significant attention has recently been paid to assessing students’ attitudes, expectations, views, and epistemological beliefs because they are believed to play important roles in learning and distinguish experts in a field from novices.1–4 A striking outcome from the development of such attitudinal surveys is the consistent negative shifts shown by students throughout introductory physics courses.1,2 The overall negative shifts seem independent of instructional approach, even when other measures such as normalized gain on the Force and Motion Concept EvaluationFMCEindicate the course has successfully addressed conceptual learning.1Conceptual understanding is one of many characteristics that distinguish experts from novices, but other attitudinal characteristics discriminate novice and experts as well
Results from a preinstruction/postinstruction CLASS measurement show attitudinal improvements through both semesters of an introductory physics sequence, as well as over the entire two-course sequence. In this Brief Report, we report positive shifts from the CLASS in one section of a modeling-based introductory physics sequence, for both mechanicsN = 22͒ and electricity and magnetismN = 23͒
We have reported the first significant positive attitudinal shift for an introductory physics course

Summary

Introduction

Conceptual understanding is one of many characteristics that distinguish experts from novices, but other attitudinal characteristics discriminate novice and experts as well. These attitudes are not merely a like or a dislike of physics, but a broader evaluation of cognitive attitudes toward the nature of physics and the practice of physics. Reformed teaching seeks to enhance the development of expertlike characteristics in students.5,6 Reform based strategies, such as active engagement and studioformat classes, have been shown to improve conceptual learning as compared to traditional instruction.. A reasonable conjecture is that improving conceptual learning is sufficient to develop expertlike characteristics in students; the overall negative shifts on attitudinal surveys indicate the contrary Reformed teaching seeks to enhance the development of expertlike characteristics in students. Reform based strategies, such as active engagement and studioformat classes, have been shown to improve conceptual learning as compared to traditional instruction. A reasonable conjecture is that improving conceptual learning is sufficient to develop expertlike characteristics in students; the overall negative shifts on attitudinal surveys indicate the contrary

Methods

Results

Conclusion