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PERC 2012 Abstract Detail Page

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Abstract Title: Winter Break Effect in CLASS
Abstract: This poster documents the Winter Break Effect in the Colorado Learning Attitudes about Science Survey (CLASS) for a calc-based introductory physics class at a two-year college.   By evaluating pre and post course results from the CLASS, previous publications have shown that students tend to have a less "expert-like" opinion of studying physics after taking an introductory physics class.  Although this result was seen in the data provided here, we also saw that by merely waiting until after the winter break and surveying the same students at the beginning of the second term, their opinions appeared to shift back towards the more "expert-like" end.  Although the statistics in this data sample are limited, the Winter Break Effect shown may imply that student opinions evaluated by the CLASS may depend on when in the term the survey is given.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Tom Carter
College of DuPage
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Glen Ellyn, IL 60137
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