Abstract
Students who enter a college physics class with more expertlike attitudes about physics perform better than students with more novicelike attitudes.
Highlights
Recent years have seen a growing interest in attitudes toward physics as an important component of student experiences and outcomes in introductory physics classes [1,2,3,4,5,6,7]
The associations are not large, these results show that attitudes are associated with prior knowledge and confirm the importance of accounting for prior knowledge when analyzing the relationship between attitudes and learning
The results show that, after accounting for prior knowledge, Colorado Learning Attitudes about Science Survey (CLASS) scores predict late-semester concept inventories and exam performance in three of the four courses we examined
Summary
Recent years have seen a growing interest in attitudes toward physics as an important component of student experiences and outcomes in introductory physics classes [1,2,3,4,5,6,7] These attitude measures, such as the Colorado Learning Attitudes about Science Survey (CLASS) [2,8] and the Maryland Physics Expectations Survey (MPEX) [1], measure not necessarily the valence of one’s feelings toward physics, but rather the extent to which one holds expertlike beliefs about and approaches toward physics. The current study is designed to answer the following primary research question: Do incoming attitudes predict learning, after controlling for the potentially confounding influence of prior knowledge?
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