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Positive attitudinal shifts with the Physics by Inquiry curriculum across multiple implementations Documents

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Positive attitudinal shifts with the Physics by Inquiry curriculum across multiple implementations 

written by Beth A. Lindsey, Leonardo Hsu, Homeyra R. Sadaghiani, Jack W. Taylor, and Karen Cummings

Recent publications have documented positive attitudinal shifts on the Colorado Learning Attitudes about Science Survey (CLASS) among students enrolled in courses with an explicit epistemological focus. We now report positive attitudinal shifts in classes using the Physics by Inquiry (PbI) curriculum, which has only an implicit focus on student epistemologies and nature of science issues. These positive shifts have occurred in several different implementations of the curriculum, across multiple institutions and multiple semesters. In many classes, students experienced significant attitudinal shifts in the problem-solving categories of the CLASS, despite the conceptual focus of most PbI courses.

Published by the American Physical Society under the terms of the Creative Commons Attribution 3.0 License. The citation for the article is: B. Lindsey, L. Hsu, H. Sadaghiani, J. Taylor, and K. Cummings, Positive attitudinal shifts with the Physics by Inquiry curriculum across multiple implementations, Phys. Rev. ST Phys. Educ. Res. 8 (1), 010102 (2012), 10.1103/PhysRevSTPER.8.010102.

Published January 30, 2012
Last Modified May 21, 2012

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