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Physical Review Special Topics - Physics Education Research
written by Valerie K. Otero and Kara E. Gray
Instructional techniques based on research in cognitive science and physics education have been used in physics courses to enhance student learning. While dramatic increases in conceptual understanding have been observed, students enrolled in these courses tend to move away from scientist-like views of the discipline and toward novice-like views, as measured by various assessment instruments. It has been proposed that course materials and instruction that explicitly address epistemology, the nature of science, and the nature of learning science will help students develop views more closely aligned with the views of scientists. The Physics and Everyday Thinking (PET) curriculum has specific goals for helping non-science majors explicitly reflect on the nature of science and the nature of learning science. We show that in PET courses with small and large enrollments, shifts toward expert responses ranged from +4% to +16.5% on the Colorado Learning Attitudes about Science Survey. These results are compared to results from other studies using a variety of similar assessment instruments.
Subjects ADS Supplements Resource Types
Education - Applied Research
- Curriculum Development
= Course
General Physics
- Physics Education Research
- Reference Material
= Research study
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Format:
application/pdf
Access Rights:
Free access
Restriction:
© 2008 The American Physical Society
DOI:
10.1103/PhysRevSTPER.4.020104
NSF Number:
0554616
PACSs:
01.40.Di
01.40.Ha
01.40.jc
Keywords:
Colorado Learning Attitudes about Science Survey, Physics of Everyday Thinking, epistemology, nature of learning, nature of science
Record Cloner:
Metadata instance created February 16, 2010 by Lyle Barbato
Record Updated:
July 15, 2013 by Lyle Barbato
Last Update
when Cataloged:
October 16, 2008
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
V. Otero and K. Gray, Phys. Rev. ST Phys. Educ. Res. 4 (2), 020104 (2008), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.4.020104).
AJP/PRST-PER
V. Otero and K. Gray, Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum, Phys. Rev. ST Phys. Educ. Res. 4 (2), 020104 (2008), <http://dx.doi.org/10.1103/PhysRevSTPER.4.020104>.
APA Format
Otero, V., & Gray, K. (2008, October 16). Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum. Phys. Rev. ST Phys. Educ. Res., 4(2), 020104. Retrieved October 22, 2014, from http://dx.doi.org/10.1103/PhysRevSTPER.4.020104
Chicago Format
Otero, Valerie, and Kara Gray. "Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum." Phys. Rev. ST Phys. Educ. Res. 4, no. 2, (October 16, 2008): 020104, http://dx.doi.org/10.1103/PhysRevSTPER.4.020104 (accessed 22 October 2014).
MLA Format
Otero, Valerie, and Kara Gray. "Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum." Phys. Rev. ST Phys. Educ. Res. 4.2 (2008): 020104. 22 Oct. 2014 <http://dx.doi.org/10.1103/PhysRevSTPER.4.020104>.
BibTeX Export Format
@article{ Author = "Valerie Otero and Kara Gray", Title = {Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {4}, Number = {2}, Pages = {020104}, Month = {October}, Year = {2008} }
Refer Export Format

%A Valerie Otero
%A Kara Gray
%T Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum
%J Phys. Rev. ST Phys. Educ. Res.
%V 4
%N 2
%D October 16, 2008
%P 020104
%U http://dx.doi.org/10.1103/PhysRevSTPER.4.020104
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Otero, Valerie
%A Gray, Kara
%D October 16, 2008
%T Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum
%J Phys. Rev. ST Phys. Educ. Res.
%V 4
%N 2
%P 020104
%8 October 16, 2008
%U http://dx.doi.org/10.1103/PhysRevSTPER.4.020104


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