Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about Science Survey
Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about Science Survey
复制标题
使用科罗拉多州科学学习态度调查将学生的信念与学生的学习联系起来
DOI：
10.1142/9789812813787_0100
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
C. Wieman
中科院分区：
文献类型：
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作者：
K. Perkins;W. Adams;S. Pollock;N. Finkelstein;C. Wieman
我们设计了许多工具来探究我们物理入门课程中教授的各种态度、信仰、期望和认识论框架。使用新开发的工具——科罗拉多州科学学习态度调查（CLASS）[1]——我们检查了学生对物理的信念与其他教育成果（例如概念学习和学生保留率）之间的关系。我们报告了对 750 多名学生学习各种课程的调查结果，其中包括一些为促进对物理的良好信念而修改的课程。我们发现特定学生信念与概念学习收益之间以及学生保留率与特定类别的有利信念之间呈正相关。我们还注意到教学实践对学生信念的影响。
A number of instruments have been designed to probe the variety of attitudes, beliefs, expectations, and epistemological frames taught in our introductory physics courses. Using a newly developed instrument – the Colorado Learning Attitudes about Science Survey (CLASS)[1] – we examine the relationship between students' beliefs about physics and other educational outcomes, such as conceptual learning and student retention. We report results from surveys of over 750 students in a variety of courses, including several courses modified to promote favorable beliefs about physics. We find positive correlations between particular student beliefs and conceptual learning gains, and between student retention and favorable beliefs in select categories. We also note the influence of teaching practices on student beliefs.