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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
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- application/pdf
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Mirror:
http://dx.doi.org/10.1119/perc.20…
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:

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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 13, 2017, 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 13 December 2017).
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. 13 Dec. 2017 <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


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