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Abstract Title: Changes in students' epistemologies
Abstract: As part of a large-scale investigation in how student understanding changes on a weekly basis throughout introductory calculus-based physics, we are curious about how students' epistemologies, sense of agency, and 'physics identity' change in response to instruction. The study collects data online using the EBAPS, CLASS, and SLIDe surveys from students enrolled at the Rochester Institute of Technology and The United States Military Academy at West Point.  Students' responses are correlated with their demographics and timing information to expand upon previous studies which show epistemology scores decreasing with time.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Timothy Brown
University of Tulsa and Kansas State University
Co-Author(s)
and Co-Presenter(s)
Eleanor C Sayre
Kansas State University