written by
Ping Zhang and Lin Ding
This paper reports a cross-grade comparative study of Chinese precollege students' epistemological beliefs about physics by using the Colorado Learning Attitudes Survey about Sciences (CLASS). Our students of interest are middle and high schoolers taking traditional lecture-based physics as a mandatory science course each year from the 8th grade to the 12th grade in China. The original CLASS was translated into Mandarin through a rigorous transadaption process, and then it was administered as a pencil-and-paper in-class survey to a total of 1318 students across all the five grade levels (8–12). Our results showed that although in general student epistemological beliefs became less expert-like after receiving more years of traditional instruction (a trend consistent with what was reported in the previous literature), the cross-grade change was not a monotonous decrease. Instead, students at grades 9 and 12 showed a slight positive shift in their beliefs measured by CLASS. Particularly, when compared to the 8th graders, students at the 9th grade demonstrated a significant increase in their views about the conceptual nature of physics and problem-solving sophistication. We hypothesize that both pedagogical and non-pedagogical factors may have contributed to these positive changes. Our results cast light on the complex nature of the relationship between formal instruction and student epistemological beliefs.
Physical Review Special Topics - Physics Education Research: Volume 9, Issue 1, Pages 010110
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=12908">Zhang, Ping, and Lin Ding. "Large-scale survey of Chinese precollege students' epistemological beliefs about physics: A progression or a regression?." Phys. Rev. ST Phys. Educ. Res. 9, no. 1, (April 1, 2013): 010110.</a>
AIP Format
P. Zhang and L. Ding, , Phys. Rev. ST Phys. Educ. Res. 9 (1), 010110 (2013), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.9.010110).
AJP/PRST-PER
P. Zhang and L. Ding, Large-scale survey of Chinese precollege students' epistemological beliefs about physics: A progression or a regression?, Phys. Rev. ST Phys. Educ. Res. 9 (1), 010110 (2013), <https://doi.org/10.1103/PhysRevSTPER.9.010110>.
APA Format
Zhang, P., & Ding, L. (2013, April 1). Large-scale survey of Chinese precollege students' epistemological beliefs about physics: A progression or a regression?. Phys. Rev. ST Phys. Educ. Res., 9(1), 010110. Retrieved October 6, 2024, from https://doi.org/10.1103/PhysRevSTPER.9.010110
Chicago Format
Zhang, Ping, and Lin Ding. "Large-scale survey of Chinese precollege students' epistemological beliefs about physics: A progression or a regression?." Phys. Rev. ST Phys. Educ. Res. 9, no. 1, (April 1, 2013): 010110, https://doi.org/10.1103/PhysRevSTPER.9.010110 (accessed 6 October 2024).
MLA Format
Zhang, Ping, and Lin Ding. "Large-scale survey of Chinese precollege students' epistemological beliefs about physics: A progression or a regression?." Phys. Rev. ST Phys. Educ. Res. 9.1 (2013): 010110. 6 Oct. 2024 <https://doi.org/10.1103/PhysRevSTPER.9.010110>.
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@article{
Author = "Ping Zhang and Lin Ding",
Title = {Large-scale survey of Chinese precollege students' epistemological beliefs about physics: A progression or a regression?},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {9},
Number = {1},
Pages = {010110},
Month = {April},
Year = {2013}
}
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%A Ping Zhang %A Lin Ding %T Large-scale survey of Chinese precollege students' epistemological beliefs about physics: A progression or a regression? %J Phys. Rev. ST Phys. Educ. Res. %V 9 %N 1 %D April 1, 2013 %P 010110 %U https://doi.org/10.1103/PhysRevSTPER.9.010110 %O application/pdf
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%0 Journal Article %A Zhang, Ping %A Ding, Lin %D April 1, 2013 %T Large-scale survey of Chinese precollege students' epistemological beliefs about physics: A progression or a regression? %J Phys. Rev. ST Phys. Educ. Res. %V 9 %N 1 %P 010110 %8 April 1, 2013 %U https://doi.org/10.1103/PhysRevSTPER.9.010110 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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