Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction

Brewe, Eric; Traxler, Adrienne L.; Garza, Jorge de la; Kramer, L. H.

doi:10.1103/physrevstper.9.020116

Cited by 54 publications

(64 citation statements)

References 36 publications

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“…UMI classes have shown favorable student outcomes in conceptual understanding [17], in self-efficacy [18,19], in student social network measures [20], and in student attitudes towards physics [2] and engaging in physics [15]. We expand on the latter work here by examining whether these attitudinal gains are shared equally by women and by students from black, Hispanic, Native American, and Pacific Islander ethnicities.…”

Section: Background a Gaps Analysesmentioning

confidence: 94%

“…The University Modeling Instruction curriculum (UMI; [1]) developed and studied at Florida International University (FIU) has produced an uncommon pattern of consistently positive shifts in student attitudes toward physics [2]. The case for studying student attitudes and epistemologies has been made at greater length elsewhere [2][3][4]; here, we will summarize those arguments, but largely take as a given that improving students' attitudes toward physics is one relevant dimension of success for a curriculum.…”

Section: Introductionmentioning

confidence: 99%

“…The case for studying student attitudes and epistemologies has been made at greater length elsewhere [2][3][4]; here, we will summarize those arguments, but largely take as a given that improving students' attitudes toward physics is one relevant dimension of success for a curriculum. However, education researchers must be cautious of overgeneralizing results, and one such overreach is to claim that a benefit is received by all students when in fact it only accrues to those from majority groups.…”

Section: Introductionmentioning

confidence: 99%

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Equity investigation of attitudinal shifts in introductory physics

Traxler

Brewe

2015

Phys. Rev. ST Phys. Educ. Res.

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We report on seven years of attitudinal data using the Colorado Learning Attitudes about Science Survey from University Modeling Instruction (UMI) sections of introductory physics at Florida International University. University Modeling Instruction is a curricular and pedagogical transformation of introductory university physics that engages students in building and testing conceptual models in an integrated lab and lecture learning environment. This work expands upon previous studies that reported consistently positive attitude shifts in UMI courses; here, we disaggregate the data by gender and ethnicity to look for any disparities in the pattern of favorable shifts. We find that women and students from statistically underrepresented ethnic groups have gains that are comparable to those of men and students from well-represented ethnic groups on this attitudinal measure, and that this result holds even when interaction effects of gender and ethnicity are included. We conclude with suggestions for future work in UMI courses and for attitudinal equity investigations generally. We encourage researchers to expand their scope beyond simple performance gaps when considering equity concerns, and to avoid relying on a single measure to evaluate student success. Finally, we conjecture that students' social and academic networks are one means by which attitudinal and efficacy beliefs about the course are propagated.

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Section: Background a Gaps Analysesmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Equity investigation of attitudinal shifts in introductory physics

Traxler

Brewe

2015

Phys. Rev. ST Phys. Educ. Res.

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“…Recently, reports of positive shifts in epistemology have begun to appear in the literature [5,[24][25][26][27][28][29]. Since the number of successes is still small, the conditions necessary and sufficient for a physics class to improve student epistemology remain unclear, and there remains a need for theory on how epistemology develops [30].…”

Section: Introductionmentioning

confidence: 99%

Unexpected attitudinal growth in a course combining reformed curricula

Hull

Lindsey

Archambault

et al. 2016

Phys. Rev. Phys. Educ. Res.

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In this paper, we show data from the Colorado Learning Attitudes about Science Survey that suggests that Georgetown physics majors become increasingly expert in their attitudes towards physics learning and knowing after taking a course that combines two reformed curricula, Matter and Interactions (M&I) and Tutorials in Introductory Physics (TIPs). This occurs even though the two curricula do not send a consistent epistemological message to students. We analyze interview video data of two of these students to illustrate examples of this growth. We examine video data of one of these students in a tutorial session to describe a possible mechanism that may have contributed to the growth. Finally, we compare this qualitative video data with quantitative data from the newly developed Perceptions of Physics Classes survey and discuss aggregate responses to this survey in considering the ways in which other students developed more expertlike attitudes in this course. We conclude that the attitudinal growth observed cannot be explained simply "as the result of" either M&I or of TIPs but rather find the most plausible explanation to be that the growth is an emergent phenomena produced by M&I and TIPs working together in concert with other factors.

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“…For example, undergraduate students enrolled in LA-supported courses learn the subject matter better. 8,[11][12][13] Research has also documented important learning outcomes for the LAs themselves. LAs learn the subject matter better through teaching it, 8,12 LAs become better teachers, 14 and LAs solidify their identities as scientists.…”

Section: Introductionmentioning

confidence: 99%

Designing a Course for Peer Educators in Undergraduate Engineering Design Courses

Quan

Turpen

Gupta

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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designing and researching contexts for learning within higher education. In her research, Chandra draws from the perspectives of anthropology, cultural psychology, and the learning sciences. Through in-situ studies of classroom and institutional practice, Chandra focuses on the role of culture in science learning and educational change. Chandra pursues projects that have high potential for leveraging sustainable change in undergraduate STEM programs and makes these struggles for change a direct focus of her research efforts. Dr. Ayush Gupta, University of Maryland, College ParkAyush Gupta is Assistant Research Professor in Physics and Keystone Instructor in the A. J. Clark School of Engineering at the University of Maryland. Broadly speaking he is interested in modeling learning and reasoning processes. In particular, he is attracted to fine-grained analysis of video data both from a microgenetic learning analysis methodology (drawing on knowledge in pieces) as well as interaction analysis methodology. He has been working on how learners' emotions are coupled with their conceptual and epistemological reasoning. He is also interested in developing models of the dynamics of categorizations (ontologies) underlying students' reasoning in physics. Lately, he has been interested in engineering design thinking, how engineering students come to understand and practice design. Ms. Emilia Dewi Tanu, University of Maryland, College ParkEmilia Tanu is a recent graduate of the Chemical and Biomolecular Engineering program at the University of Maryland, College Park. She has collaborated with members of UMD's Physics Education and Engineering Education Research Groups, and researchers at Olin College of Engineering. While at UMD, she was the co-chair of the Women in Engineering Student Advisory Board and a student ambassador for the Clark School of Engineering. Emilia is currently working in industry, and hopes to eventually pursue graduate studies in Engineering Education. Her research interests include emotion in design and empathetic classroom practices. While LA programs were initially developed for science and math courses, many LA programs support LAs in a wide range of disciplines. This paper describes a pilot adaptation of the LA program for engineering design courses that we have developed at the University of Maryland, College Park Campus. All LAs assist in 14 separate sections of University of Maryland's engineering design course for first-year undergraduate students. Our seminar integrates topics from the discipline-general LA pedagogy seminar (cognitive science of learning, facilitation of classroom discourse, collaboration, metacognition) with topics especially relevant to engineering design (design reviews, design thinking, expert-novice practices in engineering design, engineering epistemology, teamwork and equity). While seminar goals aligned with the goals of LA programs nationally, our seminar design team also articulated several values which guided the design of our seminar: a) helping LAs reframe their ro...

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Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction

Cited by 54 publications

References 36 publications

Equity investigation of attitudinal shifts in introductory physics

Equity investigation of attitudinal shifts in introductory physics

Unexpected attitudinal growth in a course combining reformed curricula

Designing a Course for Peer Educators in Undergraduate Engineering Design Courses

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