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Abstract Title: Physics Learning Identity: Survey Development and Validation
Abstract: It's becoming common for physics courses to utilize active engagement and social learning.  However, newest innovative curricula aim not only to improve content knowledge, but also include helping students develop practices and skills of authentic scientists. To students, this is often very different from their previous learning experiences in terms of behavioral expectations, attitude, and what learning means. Consequently, students must modify their identity as learners to participate productively in this learning environment. Current assessments are very good at measuring development of conceptual understanding, basic scientific reasoning, and attitudes toward science, but do not address issues specific to these innovative  courses.  We developed a 49-item survey to assess students' 1) expectations of student and teacher roles, 2) self efficacy towards skills supported in the Investigative Science Learning Environment and 3) attitudes towards social learning. Using principle components exploratory factor analysis, we established eight factors that measure these three characteristics.
Abstract Type: Gallery Session Poster
Poster Gallery Session: Moving Beyond Conceptual Inventories

Author/Organizer Information

Primary Contact: Dedra Demaree
Oregon State
Co-Author(s)
and Co-Presenter(s)
Sissi Li, Oregon State