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Abstract Title: A comparison of students' written explanations and CLASS responses
Abstract: We examined students' responses on the Colorado Learning Attitudes about Science Survey (CLASS) and their homework within a freshman physics course. The homeworks were designed to elicit detailed responses and sense-making. Students completed the CLASS prior to the start of the course. Student responses on the first two homeworks of the semester were coded for instances of evidence of sense-making, such as checking if an answer is reasonable and providing multiple explanations. We had matched CLASS responses and homeworks for 26 students.
Our results show that evidence of sense-making on the homework assignments is essentially uncorrelated with percent favorable score on the CLASS and weakly correlated with percent unfavorable score. These results suggest that students' formal beliefs about physics, as measured by the CLASS, may be only weakly related to how students engage in solving physics problems and indicate that further study is needed.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Gabriel Rowe
Clark University
Phone: 781-710-8779
and Co-Presenter(s)
Anna McLean Phillips, Tufts University

Contributed Poster

Contributed Poster: Download the Contributed Poster