The role of affective learner characteristics for learning about abstract algebra: A multiple linear regression analysis

Veith, Joaquin M.; Girnat, Boris; Bitzenbauer, Philipp

doi:10.29333/ejmste/12417

Cited by 5 publications

(3 citation statements)

References 33 publications

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“…The model under investigation included the students' score in the FG and FF scales (see Table 1), respectively. To verify the assumptions required for linear regression analysis, we adopted the approach followed by Veith et al (2022b).…”

Section: Analysis Carried Out To Answer Research Questionmentioning

confidence: 99%

Exploring the relationship between students’ conceptual understanding and model thinking in quantum optics

Ubben

Bitzenbauer

2023

Front. Quantum Sci. Technol.

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Learning quantum physics is essential for understanding the physical world. However, learning about quantum phenomena and principles poses a challenge as many of the phenomena that are observed at the quantum level cannot be directly observed or intuitively understood in terms of classical physics or thinking. Models play an important role in learning quantum physics by providing conceptual frameworks and visual representations that allow reasoning about and predicting the behavior of quantum systems. Therefore, understanding models is an essential part of learning quantum physics. In this article, we report the results of an exploratory survey study (N = 116) investigating the relationship between secondary school students’ conceptual understanding and model thinking in quantum optics with a particular focus on photons. The findings suggest a strong positive correlation between students’ functional understanding of the photon model and their conceptual understanding of quantum optics. This study contributes to our understanding of how students learn and make sense of quantum concepts through the use of models and may inform the development of instructional strategies for quantum physics education and outreach.

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Section: Analysis Carried Out To Answer Research Questionmentioning

confidence: 99%

Exploring the relationship between students’ conceptual understanding and model thinking in quantum optics

Ubben

Bitzenbauer

2023

Front. Quantum Sci. Technol.

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“…Without a doubt, the evaluation of the Quantum Optics Concept Inventory presented in this paper is-at least to some extent-dependent on the quantum optics instruction that the study participants had received prior to test administration. This a known concern in educational research in general [88]-especially when it comes to piloting novel assessment tools. However, in the current study, this issue was mitigated by means of Rasch scaling utilized for the psychometric characterization of the Quantum Optics Concept Inventory, since the Rasch model permits the separation of person and item parameters [89].…”

Section: Limitations Of This Studymentioning

confidence: 99%

Assessing Engineering Students’ Conceptual Understanding of Introductory Quantum Optics

Bitzenbauer

Veith

Girnat

et al. 2022

Physics

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Quantum technologies have outgrown mere fundamental research in laboratories over recent years, and will facilitate more and more potentially disruptive applications in a wide range of fields in the future. In foresight, qualification opportunities need to be implemented in order to train qualified specialists, referred to as the future quantum workforce, in various fields. Universities world-wide have launched qualification programmes for engineers focusing on quantum optics and photonics. In many of these programmes, students attend courses on quantum physics contextualized via quantum optics experiments with heralded photons, because: (1) their experimental and physical foundations may be directly leveraged to teaching a number of quantum technology applications, and (2) physics education research has provided empirical evidence, according to which such quantum optics-based approaches are conducive to learning about quantum concepts. While many teachers are confident about the effectiveness of their concepts, there is little empirical evidence due to the lack of content-area-specific research tools. We present a 16-item concept inventory to assess students’ conceptual understanding of quantum optics concepts in the context of experiments with heralded photons adopted from a test instrument published in the literature. We have administered this Quantum Optics Concept Inventory as a post-test to N=216 students after instruction on quantum optics as part of an undergraduate engineering course. We evaluated the instruments’ psychometric quality, both in terms of classical test theory, and using a Rasch scaling approach. The Quantum Optics Concept Inventory enables a reliable measure (α=0.74), and the data gathered show a good fit to the Rasch model. The students’ scores suggest that fundamental quantum effects pose striking learning hurdles to the engineering students. In contrast, most of the students are able to cope with the experimental and technical foundations of quantum optics experiments with heralded photons and their underlying principles, such as the coincidence technique used for the preparation of single-photon states. These findings are in accordance with prior research, and hence, the Quantum Optics Concept Inventory may serve as a fruitful starting point for future empirical research with regard to the education of the future quantum workforce.

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“…To determine whether our data meet the assumptions for multiple-regression modelling, we followed the procedure detailed byVeith et al (2022).…”

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confidence: 99%

Exploring the validity of a single-item instrument for assessing pre-service primary school teachers’ sense of belonging to science

Feser¹,

Plötz²

2023

Preprint

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Current research indicates that pre-service primary school teachers’ sense of belonging to science is decisively related to their professionalization in teaching science. Nevertheless, because only very few studies have examined pre-service teachers’ sense of belonging to science so far, further research in this regard seems both reasonable and necessary. To this end, there is a need for instruments enabling a valid assessment of pre-service primary school teachers’ sense of belonging to science. However, existing sense-of-belonging-to-science instruments require a comparatively long time on task due to their significant number of items. Consequently, the applicability of these instruments within research is limited because surveys in educational contexts must often be brief and highly economical. The research we present in this paper aims to tackle this issue by examining on an exploratory level, whether and to what extent pre-service primary school teachers’ sense of belonging to science can be validly assessed using a single-item instrument. In doing so we report qualitative, as well as quantitative, findings that provide cogent evidence regarding the validity of our instrument. The implications of the present study for future research are outlined at the end of this paper.

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The role of affective learner characteristics for learning about abstract algebra: A multiple linear regression analysis

Cited by 5 publications

References 33 publications

Exploring the relationship between students’ conceptual understanding and model thinking in quantum optics

Exploring the relationship between students’ conceptual understanding and model thinking in quantum optics

Assessing Engineering Students’ Conceptual Understanding of Introductory Quantum Optics

Exploring the validity of a single-item instrument for assessing pre-service primary school teachers’ sense of belonging to science

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