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Abstract Title: "I just don't trust myself" to "there are so many ways [I] can go about it": Case studies of students coming to value their own ideas
Abstract: Supporting students' development of more expert-like beliefs about physics is a common goal of reformed physics courses. Measures of students' beliefs about physics (e.g., "Knowledge in physics consists of many disconnected topics." [1]) are common, and it seems plausible that students' attitudes towardstheir own ideas could be related to these beliefs. Drawing on data from interviews and homework, I trace the journey of four students who came to value and trust their own ideas while developing more expert-like beliefs about physics. I also present a case of a student who maintained a novice-like view of physics and discounted the value of their own ideas throughout the semester as a contrast. I will conclude with questions to consider both for research and instruction as we seek to support students coming to value their own ideas within physics courses.

[1] W. Adams, K. Perkins, N. Podolefsky, M. Dubson, N. Finkelstein, and C. Wieman, Phys. Rev. ST Phys. Educ. Res. 2, 010101 (2006).
Abstract Type: Symposium Talk
Parallel Session: What Can Be Achieved By Building On Wonderful Ideas
Parallel Session: Parallel Sessions Cluster III

Author/Organizer Information

Primary Contact: Anna McLean Phillips
Tufts University