Assessing Physics Learning Identity: Survey Development and Validation
written by
Sissi L. Li and Dedra Demaree
Innovative curricula aim to improve content knowledge and the goal of helping students develop practices and skills of authentic scientist through active engagement learning. To students, these classroom practices often seem very different from their previous learning experiences in terms of behavioral expectations, learning attitude, and what learning means. We propose that productive participation in these learning environments require students to modify their identity as learners in addition to refining their science conceptual understanding. In order to measure changes in learning identity, we developed a 49-item survey to assess students' 1) expectations of student and teacher roles, 2) self efficacy towards skills supported in the Investigative Science Learning Environment (ISLE) and 3) attitudes towards social learning. Using principle components exploratory factor analysis, we have established two reliable factors with subscales that measure these student characteristics. This paper presents the survey development, validation and pilot study results.
Physics Education Research Conference 2011
Part of the PER Conference series Omaha, Nebraska: August 3-4, 2011 Volume 1413, Pages 247-250
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![]() <a href="https://www.compadre.org/portal/items/detail.cfm?ID=11858">Li, Sissi, and Dedra Demaree. "Assessing Physics Learning Identity: Survey Development and Validation." Paper presented at the Physics Education Research Conference 2011, Omaha, Nebraska, August 3-4, 2011.</a>
![]() S. Li and D. Demaree, , presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11858&DocID=2708).
![]() S. Li and D. Demaree, Assessing Physics Learning Identity: Survey Development and Validation, presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11858&DocID=2708>.
![]() Li, S., & Demaree, D. (2011, August 3-4). Assessing Physics Learning Identity: Survey Development and Validation. Paper presented at Physics Education Research Conference 2011, Omaha, Nebraska. Retrieved February 18, 2025, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11858&DocID=2708
![]() Li, Sissi, and Dedra Demaree. "Assessing Physics Learning Identity: Survey Development and Validation." Paper presented at the Physics Education Research Conference 2011, Omaha, Nebraska, August 3-4, 2011. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11858&DocID=2708 (accessed 18 February 2025).
![]() Li, Sissi, and Dedra Demaree. "Assessing Physics Learning Identity: Survey Development and Validation." Physics Education Research Conference 2011. Omaha, Nebraska: 2011. 247-250 Vol. 1413 of PER Conference. 18 Feb. 2025 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11858&DocID=2708>.
![]() @inproceedings{
Author = "Sissi Li and Dedra Demaree",
Title = {Assessing Physics Learning Identity: Survey Development and Validation},
BookTitle = {Physics Education Research Conference 2011},
Pages = {247-250},
Address = {Omaha, Nebraska},
Series = {PER Conference},
Volume = {1413},
Month = {August 3-4},
Year = {2011}
}
![]() %A Sissi Li %A Dedra Demaree %T Assessing Physics Learning Identity: Survey Development and Validation %S PER Conference %V 1413 %D August 3-4 2011 %P 247-250 %C Omaha, Nebraska %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11858&DocID=2708 %O Physics Education Research Conference 2011 %O August 3-4 %O application/pdf ![]() %0 Conference Proceedings %A Li, Sissi %A Demaree, Dedra %D August 3-4 2011 %T Assessing Physics Learning Identity: Survey Development and Validation %B Physics Education Research Conference 2011 %C Omaha, Nebraska %V 1413 %P 247-250 %S PER Conference %8 August 3-4 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11858&DocID=2708 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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