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ERIC Number: EJ1004310
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1554-9178
Large-Scale Survey of Chinese Precollege Students' Epistemological Beliefs about Physics: A Progression or a Regression?
Zhang, Ping; Ding, Lin
Physical Review Special Topics - Physics Education Research, v9 n1 p010110-1-010110-9 Jan-Jun 2013
This paper reports a cross-grade comparative study of Chinese precollege students' epistemological beliefs about physics by using the Colorado Learning Attitudes Survey about Sciences (CLASS). Our students of interest are middle and high schoolers taking traditional lecture-based physics as a mandatory science course each year from the 8th grade to the 12th grade in China. The original CLASS was translated into Mandarin through a rigorous transadaption process, and then it was administered as a pencil-and-paper in-class survey to a total of 1318 students across all the five grade levels (8-12). Our results showed that although in general student epistemological beliefs became less expert-like after receiving more years of traditional instruction (a trend consistent with what was reported in the previous literature), the cross-grade change was not a monotonous decrease. Instead, students at grades 9 and 12 showed a slight positive shift in their beliefs measured by CLASS. Particularly, when compared to the 8th graders, students at the 9th grade demonstrated a significant increase in their views about the conceptual nature of physics and problem-solving sophistication. We hypothesize that both pedagogical and nonpedagogical factors may have contributed to these positive changes. Our results cast light on the complex nature of the relationship between formal instruction and student epistemological beliefs. (Contains 3 tables, 3 figures and 1 footnote.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 11; Grade 12; Grade 8; Grade 9; High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China