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Abstract Title: Developing student attitudes in the first-year physics lab
Abstract: Learning in the affective domain is an important goal in many undergraduate laboratory courses: e.g., goals that students increase their appreciation of physics as an evidence-based way of understanding the world, and that they increase their self-identity as scientists.  Unfortunately, studies have found that students' attitudes about science are difficult to improve.  In our "structured quantitative inquiry" first-year physics lab course at UBC, we have introduced several course components specifically targeting students' beliefs about the nature of science and their self-identification as scientists. We use the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) to investigate students' differing incoming attitudes, and how these attitudes change through the course.  We describe preliminary results for the ~600 students in our course this year, who include a variety of science majors at both honors and non-honors levels.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Linda Strubbe
University of British Columbia
6224 Agricultural Road
Dept of Physics & Astronomy
Vancouver, Non U.S. V6T 1Z1
and Co-Presenter(s)
J. Ives (University of British Columbia)
D.A. Bonn (University of British Columbia)
N.G. Holmes (Stanford University)

Contributed Poster

Contributed Poster: Download the Contributed Poster