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Physical Review Special Topics - Physics Education Research
written by Eric Brewe, Adrienne L. Traxler, Jorge de la Garza, and Laird H. Kramer
We report on a multiyear study of student attitudes measured with the Colorado Learning Attitudes about Science Survey in calculus-based introductory physics taught with the Modeling Instruction curriculum. We find that five of six instructors and eight of nine sections using Modeling Instruction showed significantly improved attitudes from pre- to postcourse. Cohen's d effect sizes range from 0.08 to 0.95 for individual instructors. The average effect was d=0.45, with a 95% confidence interval of (0.26–0.64). These results build on previously published results showing positive shifts in attitudes from Modeling Instruction classes. We interpret these data in light of other published positive attitudinal shifts and explore mechanistic explanations for similarities and differences with other published positive shifts.
Subjects Levels Resource Types
Education Foundations
- Assessment
= Longitudinal
- Student Characteristics
= Affect
Education Practices
- Active Learning
= Modeling
- Lower Undergraduate
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- application/pdf
- text/html
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevSTPER.9.020116
NSF Numbers:
0802184
1140706
PACSs:
01.40.Fk
01.40.gb
Record Creator:
Metadata instance created December 18, 2013 by Lyle Barbato
Record Updated:
April 28, 2015 by Lyle Barbato
Last Update
when Cataloged:
October 30, 2013
Other Collections:

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Record Link
AIP Format
E. Brewe, A. Traxler, J. de la Garza, and L. Kramer, Phys. Rev. ST Phys. Educ. Res. 9 (2), 020116 (2013), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.9.020116).
AJP/PRST-PER
E. Brewe, A. Traxler, J. de la Garza, and L. Kramer, Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction, Phys. Rev. ST Phys. Educ. Res. 9 (2), 020116 (2013), <http://dx.doi.org/10.1103/PhysRevSTPER.9.020116>.
APA Format
Brewe, E., Traxler, A., de la Garza, J., & Kramer, L. (2013, October 30). Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction. Phys. Rev. ST Phys. Educ. Res., 9(2), 020116. Retrieved December 13, 2017, from http://dx.doi.org/10.1103/PhysRevSTPER.9.020116
Chicago Format
Brewe, E, A. Traxler, J. de la Garza, and L. Kramer. "Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction." Phys. Rev. ST Phys. Educ. Res. 9, no. 2, (October 30, 2013): 020116, http://dx.doi.org/10.1103/PhysRevSTPER.9.020116 (accessed 13 December 2017).
MLA Format
Brewe, Eric, Adrienne Traxler, Jorge de la Garza, and Laird Kramer. "Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction." Phys. Rev. ST Phys. Educ. Res. 9.2 (2013): 020116. 13 Dec. 2017 <http://dx.doi.org/10.1103/PhysRevSTPER.9.020116>.
BibTeX Export Format
@article{ Author = "Eric Brewe and Adrienne Traxler and Jorge de la Garza and Laird Kramer", Title = {Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {9}, Number = {2}, Pages = {020116}, Month = {October}, Year = {2013} }
Refer Export Format

%A Eric Brewe
%A Adrienne Traxler
%A Jorge de la Garza
%A Laird Kramer
%T Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction
%J Phys. Rev. ST Phys. Educ. Res.
%V 9
%N 2
%D October 30, 2013
%P 020116
%U http://dx.doi.org/10.1103/PhysRevSTPER.9.020116
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Brewe, Eric
%A Traxler, Adrienne
%A de la Garza, Jorge
%A Kramer, Laird
%D October 30, 2013
%T Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction
%J Phys. Rev. ST Phys. Educ. Res.
%V 9
%N 2
%P 020116
%8 October 30, 2013
%U http://dx.doi.org/10.1103/PhysRevSTPER.9.020116


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