• Open Access

Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS

Eric Brewe, Laird Kramer, and George O’Brien
Phys. Rev. ST Phys. Educ. Res. 5, 013102 – Published 19 June 2009

Abstract

Among the most surprising findings in Physics Education Research is the lack of positive results on attitudinal measures, such as Colorado Learning Attitudes about Science Survey (CLASS) and Maryland Physics Expectations Survey (MPEX). The uniformity with which physics teaching manages to negatively shift attitudes toward physics learning is striking. Strategies which have been shown to improve conceptual learning, such as interactive engagement and studio-format classes, provide more authentic science experiences for students; yet do not seem to be sufficient to produce positive attitudinal results. Florida International University’s Physics Education Research Group has implemented Modeling Instruction in University Physics classes as part of an overall effort toward building a research and learning community. Modeling Instruction is explicitly designed to engage students in scientific practices that include model building, validation, and revision. Results from a preinstruction/postinstruction CLASS measurement show attitudinal improvements through both semesters of an introductory physics sequence, as well as over the entire two-course sequence. In this Brief Report, we report positive shifts from the CLASS in one section of a modeling-based introductory physics sequence, for both mechanics (N=22) and electricity and magnetism (N=23). Using the CLASS results and follow up interviews, we examine how these results reflect on modeling instruction and the unique student community and population at FIU.

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  • Received 12 August 2008

DOI:https://doi.org/10.1103/PhysRevSTPER.5.013102

This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Authors & Affiliations

Eric Brewe1,2,*, Laird Kramer2, and George O’Brien1

  • 1Department of Curriculum and Instruction, Florida International University, 11200 SW 8th Street, Miami, Florida 33199, USA
  • 2Department of Physics, Florida International University, 11200 SW 8th Street, Miami, Florida 33199, USA

  • *eric.brewe@fiu.edu

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Vol. 5, Iss. 1 — January - June 2009

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