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Abstract Title: Using expectancy violation to investigate student dissatisfaction in studio physics
Abstract: One major challenge facing long-term implementations of pedagogical reforms in physics is student dissatisfaction. To study the nature of that course dissatisfaction, we use an expectancy violation framework, highlighting how students' pedagogical experiences may differ from what they expect to encounter in an introductory-level physics course. Specifically, we are adapting the Pedagogical Expectancy Violation Assessment (PEVA) for use in conjunction with measures of satisfaction and class performance. For this pilot study, we present results from a preliminary version of the instrument, given in studio physics courses at Eastern Kentucky University and the University of Central Florida, along with a discussion of current validation and refinement efforts. Ultimately, our goal is investigate how differences between expectations and experiences are related to course satisfaction and learning, with hopes that we can eventually provide suggestions for how instructors can reduce negative affect in studio physics classes that have substantial student pushback.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jon D. H. Gaffney
Eastern Kentucky University
521 Lancaster Ave.
New Science Building 3140
Richmond, KY 40475
and Co-Presenter(s)
Amy L. Housley Gaffney, University of Kentucky
Jacquelyn J. Chini, University of Central Florida
Jing Wang, Eastern Kentucky University

Contributed Poster

Contributed Poster: Download the Contributed Poster