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written by
Valerie K. Otero and Kara E. Gray
Instructional techniques based on research in cognitive science and physics education have been used in physics courses to enhance student learning. While dramatic increases in conceptual understanding have been observed, students enrolled in these courses tend to move away from scientistlike views of the discipline and toward novicelike views, as measured by various assessment instruments. It has been proposed that course materials and instruction that explicitly address epistemology, the nature of science, and the nature of learning science will help students develop views more closely aligned with the views of scientists. The Physics and Everyday Thinking (PET) curriculum has specific goals for helping nonscience majors explicitly reflect on the nature of science and the nature of learning science. We show that in PET courses with small and large enrollments, shifts toward expert responses ranged from +4% to +16.5% on the Colorado Learning Attitudes about Science Survey. These results are compared to results from other studies using a variety of similar assessment instruments.
Physical Review Special Topics - Physics Education Research: Volume 4, Issue 2, Pages 020104
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![]() <a href="https://www.compadre.org/portal/items/detail.cfm?ID=9825">Otero, Valerie, and Kara Gray. "Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum." Phys. Rev. ST Phys. Educ. Res. 4, no. 2, (October 16, 2008): 020104.</a>
![]() V. Otero and K. Gray, , Phys. Rev. ST Phys. Educ. Res. 4 (2), 020104 (2008), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.4.020104).
![]() V. Otero and K. Gray, Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum, Phys. Rev. ST Phys. Educ. Res. 4 (2), 020104 (2008), <https://doi.org/10.1103/PhysRevSTPER.4.020104>.
![]() Otero, V., & Gray, K. (2008, October 16). Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum. Phys. Rev. ST Phys. Educ. Res., 4(2), 020104. Retrieved February 8, 2025, from https://doi.org/10.1103/PhysRevSTPER.4.020104
![]() Otero, Valerie, and Kara Gray. "Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum." Phys. Rev. ST Phys. Educ. Res. 4, no. 2, (October 16, 2008): 020104, https://doi.org/10.1103/PhysRevSTPER.4.020104 (accessed 8 February 2025).
![]() Otero, Valerie, and Kara Gray. "Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum." Phys. Rev. ST Phys. Educ. Res. 4.2 (2008): 020104. 8 Feb. 2025 <https://doi.org/10.1103/PhysRevSTPER.4.020104>.
![]() @article{
Author = "Valerie Otero and Kara Gray",
Title = {Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {4},
Number = {2},
Pages = {020104},
Month = {October},
Year = {2008}
}
![]() %A Valerie Otero %A Kara Gray %T Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum %J Phys. Rev. ST Phys. Educ. Res. %V 4 %N 2 %D October 16, 2008 %P 020104 %U https://doi.org/10.1103/PhysRevSTPER.4.020104 %O application/pdf ![]() %0 Journal Article %A Otero, Valerie %A Gray, Kara %D October 16, 2008 %T Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum %J Phys. Rev. ST Phys. Educ. Res. %V 4 %N 2 %P 020104 %8 October 16, 2008 %U https://doi.org/10.1103/PhysRevSTPER.4.020104 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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