NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ975364
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1554-9178
Effects of Two Different Types of Physics Learning on the Results of CLASS Test
Marusic, Mirko; Slisko, Josip
Physical Review Special Topics - Physics Education Research, v8 n1 p010107-1-010107-12 Jan-Jun 2012
During a one-semester-long research project with high school students, we deployed and gauged efficiency of two different reform teaching methods: reading, presenting, and questioning (RPQ) and experimenting and discussion (ED). In this paper we report on changes in students' attitudes and beliefs about physics and learning physics. We used the Colorado Learning Attitudes about Science Survey (CLASS v3) to assess the relative effectiveness of the two methods. The data show that both methods improved student attitudes and beliefs but to different extents. The RPQ group (91 students) achieved an overall improvement of +5.8% in attitudes and beliefs, while the ED group (85 students) attained an improvement of +25.6%. These results suggest that both methods may have a substantial potential for improving students' attitudes and beliefs about physics and physics learning, with the ED method being more promising than the RPQ method. (Contains 2 figures and 7 tables.)
American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado