Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction
Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction
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DOI：
10.1103/physrevstper.9.020116
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发表时间：
2013-10-30
影响因子：
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通讯作者：
Kramer, Laird H.
中科院分区：
文献类型：
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作者：
Brewe, Eric;Traxler, Adrienne;Kramer, Laird H.
我们报告了一项多年的研究，测量学生的态度与科罗拉多学习态度的科学调查在微积分为基础的介绍物理与建模教学课程。我们发现，五个六教师和八个九节使用建模教学表现出显着改善的态度，从前到后课程。科恩的d效应大小范围从0.08到0.95的个别教师。平均效果d = 0.45，95%置信区间为（0.26-0.64）。这些结果建立在以前公布的结果显示积极的态度转变建模教学类。我们解释这些数据，根据其他出版的积极态度的转变，并探讨与其他出版的积极转变的相似性和差异的机械解释。
We report on a multiyear study of student attitudes measured with the Colorado Learning Attitudes about Science Survey in calculus-based introductory physics taught with the Modeling Instruction curriculum. We find that five of six instructors and eight of nine sections using Modeling Instruction showed significantly improved attitudes from pre- to postcourse. Cohen's d effect sizes range from 0.08 to 0.95 for individual instructors. The average effect was d = 0.45, with a 95% confidence interval of (0.26-0.64). These results build on previously published results showing positive shifts in attitudes from Modeling Instruction classes. We interpret these data in light of other published positive attitudinal shifts and explore mechanistic explanations for similarities and differences with other published positive shifts.