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ERIC Number: ED526791
Record Type: Non-Journal
Publication Date: 2011
Pages: 10
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1548-6613
How Do Education Students Learn Physics?
Mistades, Voltaire Mallari
Online Submission, US-China Education Review B 4 p457-466 2011
Research in physics education has identified students' attitudes and beliefs that contribute to higher gains in learning. The study investigated the extent of change in education majors' attitudes, beliefs and cognitive expectations after going through an introductory physics course. Using the MPEX (Maryland Physics Expectations) Survey and the CLASS (Colorado Learning Attitudes about Science Survey), the students' responses were compared with the responses of "life-long learners of physics". In the MPEX, the students' post-instruction responses reflected high agreement with the experts' responses in the concepts, effort link, reality link and math link dimensions of the survey. The students posted high agreement with experts' beliefs in the CLASS categories relating to personal interest, real-world connections, sense-making/effort and problem-solving (confidence). The relationships among the attitudes, beliefs and cognitive expectations they held and their academic performances were also presented. The results of the correlation analysis revealed that providing opportunities for students to make sense of the information given to them leads to a deeper appreciation and interest in the subject matters and allows them to connect their real-world experiences with concepts and ideas learned in their physics class. Meaningful learning in a physics class is achieved when students have a firm grasp of the basic concepts in the discipline, allowing them to make sense of the information given to them, thus, leading them to exert the effort required of them. This eventually empowers them to create connections and relationships among the ideas they learned. (Contains 4 tables.)
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland