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International Journal of Science Education
written by Renee Michelle Goertzen, Eric Brewe, and Laird H. Kramer
As part of our Physics Education Research Group efforts to transform the physics instruction at Florida International University (FIU), we have focused attention on how to assess the reforms we implement. In this paper, we argue that the physics education community should expand the ways that it measures students' success beyond grades and conceptual inventory scores to include assessments of students' participation in a learning community and changes in their attitudes. We present case studies of three introductory undergraduate physics students' increasing participation in the physics learning community at FIU, which is a large, urban, Hispanic-serving institution. In previous work, we have reported gains in conceptual learning and attitudes about learning science in those students enrolled in the introductory courses at FIU taught with Modeling Instruction, which operates in a collaborative learning environment. This paper expands upon those results in considering the variety of opportunities for participating in the physics learning community and by closely examining three aspect of student participation: students' attitudes about learning physics, their ties within the physics classroom, and their relationships within the physics learning community. This provides a more comprehensive understanding of how students in underrepresented groups may become successful physics learners.
International Journal of Science Education: Volume 35, Issue 2, Pages 262-288
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Cooperative Learning
Education - Basic Research
- Behavior
= Social Interaction
- Student Characteristics
= Affect
- Lower Undergraduate
- Reference Material
= Article
= Research study
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© 2012 Taylor and Francis
DOI:
10.1080/09500693.2012.718099
Record Creator:
Metadata instance created December 31, 2017 by Bruce Mason
Record Updated:
December 31, 2017 by Bruce Mason
Last Update
when Cataloged:
August 31, 2012
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Record Link
AIP Format
R. Goertzen, E. Brewe, and L. Kramer, Int. J. Sci. Educ. 35 (2), 262 (2012), WWW Document, (https://doi.org/10.1080/09500693.2012.718099).
AJP/PRST-PER
R. Goertzen, E. Brewe, and L. Kramer, Expanded Markers of Success in Introductory University Physics, Int. J. Sci. Educ. 35 (2), 262 (2012), <https://doi.org/10.1080/09500693.2012.718099>.
APA Format
Goertzen, R., Brewe, E., & Kramer, L. (2012, August 31). Expanded Markers of Success in Introductory University Physics. Int. J. Sci. Educ., 35(2), 262-288. Retrieved October 15, 2018, from https://doi.org/10.1080/09500693.2012.718099
Chicago Format
Goertzen, R, E. Brewe, and L. Kramer. "Expanded Markers of Success in Introductory University Physics." Int. J. Sci. Educ. 35, no. 2, (August 31, 2012): 262-288, https://doi.org/10.1080/09500693.2012.718099 (accessed 15 October 2018).
MLA Format
Goertzen, Renee Michelle, Eric Brewe, and Laird Kramer. "Expanded Markers of Success in Introductory University Physics." Int. J. Sci. Educ. 35.2 (2012): 262-288. 15 Oct. 2018 <https://doi.org/10.1080/09500693.2012.718099>.
BibTeX Export Format
@article{ Author = "Renee Michelle Goertzen and Eric Brewe and Laird Kramer", Title = {Expanded Markers of Success in Introductory University Physics}, Journal = {Int. J. Sci. Educ.}, Volume = {35}, Number = {2}, Pages = {262-288}, Month = {August}, Year = {2012} }
Refer Export Format

%A Renee Michelle Goertzen
%A Eric Brewe
%A Laird Kramer
%T Expanded Markers of Success in Introductory University Physics
%J Int. J. Sci. Educ.
%V 35
%N 2
%D August 31, 2012
%P 262-288
%U https://doi.org/10.1080/09500693.2012.718099
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Goertzen, Renee Michelle
%A Brewe, Eric
%A Kramer, Laird
%D August 31, 2012
%T Expanded Markers of Success in Introductory University Physics
%J Int. J. Sci. Educ.
%V 35
%N 2
%P 262-288
%8 August 31, 2012
%U https://doi.org/10.1080/09500693.2012.718099


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