A summary of research-based assessment of students' beliefs about the nature of experimental physics
A summary of research-based assessment of students' beliefs about the nature of experimental physics
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DOI：
10.1119/1.5009241
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发表时间：
2018-02
影响因子：
0.9
通讯作者：
Bethany R. Wilcox;H. Lewandowski
中科院分区：
文献类型：
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作者：
Bethany R. Wilcox;H. Lewandowski
在本科物理课程中，学生对实验物理的主要接触来自于实验课程。因此，由于实验是物理学科的核心组成部分，实验课程可以成为招收和留住物理专业学生的门户。物理实验课程有各种各样的明确和/或隐含的实验课程目标，包括帮助学生培养对实验物理的性质和重要性的专家般的信念。为了评估学生对实验物理本质的信念、态度和期望，目前有一种基于研究的评估工具——科罗拉多实验物理科学学习态度调查（E-CLASS）。自开发以来，E-CLASS一直是多项研究的主题，旨在了解和评估各种实验室学习环境的有效性。本文介绍了E-CLASS评估的描述和方法。
Within the undergraduate physics curriculum, students' primary exposure to experimental physics comes from laboratory courses. Thus, as experimentation is a core component of physics as a discipline, lab courses can be gateways in terms of both recruiting and retaining students within the physics major. Physics lab courses have a wide variety of explicit and/or implicit goals for lab courses, including helping students to develop expert-like beliefs about the nature and importance of experimental physics. To assess students' beliefs, attitudes, and expectations about the nature of experimental physics, there is currently one research-based assessment instrument available—the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Since its development, the E-CLASS has been the subject of multiple research studies aimed at understanding and evaluating the effectiveness of various laboratory learning environments. This paper presents a description of the E-CLASS assessment and a...