Proposal Title

Finding the Roots Of A Positive Attitude Toward Learning Science

Proposal Abstract

In an effort to improve the quality of introductory physics education, our department recently integrated its lecture and laboratory courses into a studio course in which most of the class time is devoted to active, student-centered learning. We administered pre/post surveys to determine students' attitudes and beliefs toward learning science. The Maryland Physics Expectations Survey (MPEX) offered insights into students' expectations from a physics course and assisted in determining the most effective method for teaching students physics. The Colorado Learning Attitudes about Science Survey (CLASS) characterized student interest in and beliefs about physics, while assisting in improving physics education. In this session, we will introduce participants to the two attitude surveys, share with participants the lessons learned in designing a classroom which promotes positive attitudes toward learning science, and encourage participants to consider implementing attitude surveys as an assessment tool in their own disciplines.

Location

Room 2911

Publication Type and Release Option

Presentation (Open Access)

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Mar 10th, 3:00 PM Mar 10th, 3:45 PM

Finding the Roots Of A Positive Attitude Toward Learning Science

Room 2911

In an effort to improve the quality of introductory physics education, our department recently integrated its lecture and laboratory courses into a studio course in which most of the class time is devoted to active, student-centered learning. We administered pre/post surveys to determine students' attitudes and beliefs toward learning science. The Maryland Physics Expectations Survey (MPEX) offered insights into students' expectations from a physics course and assisted in determining the most effective method for teaching students physics. The Colorado Learning Attitudes about Science Survey (CLASS) characterized student interest in and beliefs about physics, while assisting in improving physics education. In this session, we will introduce participants to the two attitude surveys, share with participants the lessons learned in designing a classroom which promotes positive attitudes toward learning science, and encourage participants to consider implementing attitude surveys as an assessment tool in their own disciplines.