scholarly journals Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about Science Survey

2005 ◽  
Author(s):  
K. K. Perkins
Keyword(s):  
Student Learning ◽  
Student Beliefs ◽  
Learning Attitudes ◽  
Attitudes About Science

scholarly journals Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about Science Survey

2008 ◽  
pp. 718-721
Author(s):  
K. K. Perkins ◽  
W. K. Adams ◽  
S. J. Pollock ◽  
N. D. Finkelstein ◽  
C. E. Wieman
Keyword(s):  
Student Learning ◽  
Student Beliefs ◽  
Learning Attitudes ◽  
Attitudes About Science

Turkish Adaptation and Psychometric Evaluation of the Colorado Learning Attitudes About Science Survey (CLASS) in Physics

2021 ◽  
Vol 4 (3) ◽  
pp. 355-372
Author(s):  
Derya Kaltakci-Gurel ◽  
Keyword(s):  
Physics Education ◽  
Psychometric Evaluation ◽  
Face Validity ◽  
Student Beliefs ◽  
Translation Process ◽  
Fit Statistics ◽  
Learning Attitudes ◽  
Proposed Model ◽  
Attitudes About Science ◽  
Original Class

The Colorado Learning Attitudes about Science Survey (CLASS) is an instrument to measure student beliefs about physics and learning physics. In this research, Turkish adaptation and psychometric evaluation of the CLASS is discussed. In the first stage, the translation process, which included examination of six experts (four experts in physics education and two experts in English and Turkish languages) for content validity and 13 student interviews for face validity, was described. In the second stage, exploratory (EFA) and confirmatory (CFA) factor analysis results obtained from 1391 freshman students were discussed for construct validty. The EFA yielded three factors that consisted of 20 items, which explained 39.61 % of the total variance. These factors were named as: Problem Solving Effort, Conceptual Understanding, and Personal Interest and Real-World Connection. Based on the CFA results, the three-factor 20-item instrument showed acceptable fit statistics. Compared to the original CLASS, the proposed version with 20-item model was shorter, easier to administer and easier to score, valid and reliable survey, so feasible to use. The overlapping of the constructs (i.e., violation of the unidimensionality) in the original CLASS was a problem, while in the proposed model none of the items were included in more than one construct.

scholarly journals New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey

2008 ◽  
pp. 743-756
Author(s):  
W. K. Adams ◽  
K. K. Perkins ◽  
N. S. Podolefsky ◽  
M. Dubson ◽  
N. D. Finkelstein ◽  
...  
Keyword(s):  
Student Beliefs ◽  
Learning Attitudes ◽  
New Instrument ◽  
Attitudes About Science

scholarly journals Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach

2018 ◽  
Vol 8 (3) ◽  
pp. 98 ◽  
Author(s):  
Robin Anderson ◽  
Jo Boaler ◽  
Jack Dieckmann
Keyword(s):  
Student Learning ◽  
Professional Learning ◽  
English Learners ◽  
Instructional Practice ◽  
Student Beliefs ◽  
The Us ◽  
Math Test ◽  
Math Test Scores ◽  
One Year ◽  
Mathematics Teaching Methods

The idea that success in mathematics is only available to those born as “mathematics people” has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the “math person” myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The results from our quantitative analyses found statistically significant positive improvements in student beliefs, teacher’s instructional practice, and on students’ math test scores. The mindset approach particularly raised the achievement of girls, English learners, and economically disadvantaged students. Based on our qualitative analysis, we propose that the success of the intervention rests upon two central factors: (1) The different forms of PD served to eradicate the learning myths that had held up teachers and learners; and that (2) Teachers had space for identity work as mathematical learners.

scholarly journals Incorporating Physics Principles in General Biology to Promote Integrative Learning and Thinking

2021 ◽  
Vol 2 (1) ◽  
pp. 1-19
Author(s):  
Tennille D. Presley ◽  
Noelle A. Harp ◽  
Latrise S. Holt ◽  
Destini Samuel ◽  
Jill JoAnn Harp
Keyword(s):  
American Association ◽  
Integrative Learning ◽  
General Biology ◽  
Learning Attitudes ◽  
Powerful Approach ◽  
Biology I ◽  
Attitudes About Science ◽  
Biological Concepts ◽  
Study Support ◽  
Students Attitudes

Students often struggle to identify correlations among various concepts in STEM courses, such as energy, mechanics, and cellular communication. Integrative learning incorporates numerous concepts and subjects to aid understanding and enhance critical thinking. This research describes an integrative learning approach in a General Biology I course where key physics-based concepts that are connected to biological topics were emphasized. In addition, students’ knowledge and their beliefs towards biology in all General Biology I classes were assessed using American Association of Colleges and Universities’ Integrative Learning VALUE Rubric and the Colorado Learning Attitudes about Science Survey (CLASS). It was found that correlations existed between students’ attitudes towards biology and their overall content knowledge. The results of this study support that integrative learning is a powerful approach to aid in the understanding of physical and biological concepts, leading to improved student success.

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