Validation study of the Colorado Learning Attitudes about Science Survey at a Hispanic-serving institution

Vashti Sawtelle,Eric Brewe,Laird Kramer

doi:10.1103/physrevstper.5.023101

Abstract

The Colorado Learning Attitudes about Science Survey (CLASS) has been widely acknowledged as a useful measure of student cognitive attitudes about science and learning. The initial University of Colorado validation study included only 20% non-Caucasian student populations. In this Brief Report we extend their validation to include a predominately under-represented minority population. We validated the CLASS instrument at Florida International University, a Hispanic-serving institution, by interviewing students in introductory physics classes using a semistructured protocol, examining students' responses on the CLASS item statements, and comparing them to the items' intended meaning. We find that in our predominately Hispanic population, 94% of the students' interview responses indicate that the students interpret the CLASS items correctly, and thus the CLASS is a valid instrument. We also identify one potentially problematic item in the instrument which one third of the students interviewed consistently misinterpreted.

Highlights

Much attention has recently been directed toward understanding cognitive attitudes and beliefs about learning in both science generally and physics through the use of validated survey instruments.1–6 These instruments complement the large body of research on conceptual physics understanding and problem solving, adding a new dimension that addresses students’ perceptions about science, a dimension that can be considered critical in creating a scientifically literate society
The Colorado Learning Attitudes about Science SurveyCLASShas been widely acknowledged as a useful measure of student cognitive attitudes about science and learning
Previous validation studies included only 20% non-Caucasian student populations.8. In this Brief Report, we explore the validity of the interpretation of the individual CLASS items at Florida International UniversityFIU, where nearly 60% of the total student population is Hispanic, providing insight into the use of the CLASS with traditionally under-represented student populations

Summary

Introduction

Much attention has recently been directed toward understanding cognitive attitudes and beliefs about learning in both science generally and physics through the use of validated survey instruments. These instruments complement the large body of research on conceptual physics understanding and problem solving, adding a new dimension that addresses students’ perceptions about science, a dimension that can be considered critical in creating a scientifically literate society. Much attention has recently been directed toward understanding cognitive attitudes and beliefs about learning in both science generally and physics through the use of validated survey instruments.. Previous validation studies included only 20% non-Caucasian student populations.8 In this Brief Report, we explore the validity of the interpretation of the individual CLASS items at Florida International UniversityFIU, where nearly 60% of the total student population is Hispanic, providing insight into the use of the CLASS with traditionally under-represented student populations.. In this Brief Report, we explore the validity of the interpretation of the individual CLASS items at Florida International UniversityFIU, where nearly 60% of the total student population is Hispanic, providing insight into the use of the CLASS with traditionally under-represented student populations.9 These data provide insight into our recent positive attitudinal gains measured by the CLASS in a modeling Instruction introductory physics class at FIU..

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Conclusion