Detail Page

Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes
written by Lin Ding
Prior physics education studies have established a positive relationship between students' learning gains and their epistemological views measured at single time points (i.e., either before or after instruction). These studies, albeit informative, miss the dynamic nature of students' views about physics. In this study, we seek to investigate students' epistemological shifts in relation to their learning gains. Students' epistemological shifts were measured by the difference in their performances on the Colorado Learning Attitudes about Science Survey (CLASS) before and after a traditionally taught introductory mechanics course (δCLASS). Student learning gains were measured by their normalized gains on the Force Concept Inventory (FCI). Results revealed a large variation in students' epistemological change after instruction despite a near-zero shift on average. Also, while no significant overall relation was detected between δCLASS and FCI normalized gains, the FCI results seemed to be sensitive to epistemological changes among the lower-end students who remained below average on both the pre and post CLASS. In this case, those who experienced a positive epistemological shift achieved higher conceptual gains than those otherwise.
Physics Education Research Conference 2014
Part of the PER Conference series
Minneapolis, MN: July 30-31, 2014
Pages 63-66
Subjects Levels Resource Types
Education Foundations
- Assessment
= Conceptual Assessment
= Methods
- Student Characteristics
= Affect
- Lower Undergraduate
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- application/pdf
  • Currently 0.0/5

Want to rate this material?
Login here!


Mirror:
https://doi.org/10.1119/perc.2014…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2014.pr.012
PACSs:
01.40.Fk
01.40.gf
01.40.Ha
Keywords:
Epistemology, PERC 2014, conceptual learning, epistemological change, introductory physics, learning gains
Record Creator:
Metadata instance created April 24, 2015 by Lyle Barbato
Record Updated:
June 1, 2015 by Lyle Barbato
Last Update
when Cataloged:
April 28, 2015
Other Collections:

2014 PERC Notable Paper

Author: Lyle
Posted: March 20, 2019 at 12:53PM
Source: The PER-Central collection

This paper was one of four 2014 PERC Proceedings papers selected as notable by PERLOC and the Notable Papers subcommittee.

» reply

Post a new comment on this item
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
L. Ding, , presented at the Physics Education Research Conference 2014, Minneapolis, MN, 2014, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13449&DocID=4048).
AJP/PRST-PER
L. Ding, Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes, presented at the Physics Education Research Conference 2014, Minneapolis, MN, 2014, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13449&DocID=4048>.
APA Format
Ding, L. (2014, July 30-31). Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes. Paper presented at Physics Education Research Conference 2014, Minneapolis, MN. Retrieved December 7, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13449&DocID=4048
Chicago Format
Ding, Lin. "Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes." Paper presented at the Physics Education Research Conference 2014, Minneapolis, MN, July 30-31, 2014. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13449&DocID=4048 (accessed 7 December 2024).
MLA Format
Ding, Lin. "Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes." Physics Education Research Conference 2014. Minneapolis, MN: 2014. 63-66 of PER Conference. 7 Dec. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13449&DocID=4048>.
BibTeX Export Format
@inproceedings{ Author = "Lin Ding", Title = {Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes}, BookTitle = {Physics Education Research Conference 2014}, Pages = {63-66}, Address = {Minneapolis, MN}, Series = {PER Conference}, Month = {July 30-31}, Year = {2014} }
Refer Export Format

%A Lin Ding %T Sensitivity of Learning Gains on the Force Concept Inventory to Students' Individual Epistemological Changes %S PER Conference %D July 30-31 2014 %P 63-66 %C Minneapolis, MN %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13449&DocID=4048 %O Physics Education Research Conference 2014 %O July 30-31 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Ding, Lin %D July 30-31 2014 %T Sensitivity of Learning Gains on the Force Concept Inventory to Students' Individual Epistemological Changes %B Physics Education Research Conference 2014 %C Minneapolis, MN %P 63-66 %S PER Conference %8 July 30-31 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13449&DocID=4048


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes:


Know of another related resource? Login to relate this resource to it.
Save to my folders

Supplements

Contribute

Related Materials

Similar Materials