CP-AI01

The design and validation of the Colorado Learning Attitudes about Science Survey

 

Wendy Adams (wendy.adams@colorado.edu) , University of Colorado, Boulder

Katherine Perkins (katherine.perkins@colorado.edu) , University of Colorado, Boulder

Noah Finkelstein  , University of Colorado, Boulder

Carl Wieman  , University of Colorado, Boulder
Michael Dubson  , University of Colorado, Boulder

 

Abstract: The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure various facets of student attitudes and beliefs about learning physics.  This instrument extends the work done by the University of Maryland [1], University of California, Berkeley [3] and Arizona State University [2] by probing additional facets of student attitudes and beliefs.   It has been written to be suitably worded for students in a variety of different courses.  This poster introduces the CLASS, its design and validation studies which include analyzing results from over 2400 students, interviews and factor analyses.   Methodology used to determine categories and how to analyze the robustness of categories for probing various facets of student learning are also described.  We discuss a variety of applications here and in a companion poster.

 

CP-AI02

Evaluating and Using BEMA (Brief Electricity & Magnetism Assessment)

 

Lin Ding (lding@ncsu.edu) , North Carolina State University

Robert Beichner  , North Carolina State University

Ruth Chabay (rwchabay@unity.ncsu.edu) , North Carolina State University

Bruce Sherwood (basherwo@unity.ncsu.edu) , North Carolina State University

 

Abstract: BEMA is a comprehensive multiple-choice test designed to assess students' mastery of fundamental concepts in electricity and magnetism after taking the calculus-based introductory E&M course [1]. We will present results of statistical studies that show that BEMA has good reliability, an important measure for evaluating a test, and we will briefly explain the reasons for doing such studies. BEMA has been used in previous comparisons of traditional and reform courses [2]. We plan to use BEMA in further studies in Spring 2004.

 

CP-AI03

Understanding the MPEX 'Expert': A Comparison with Traditional Physics Faculty

 

Elizabeth Gire (egire@physics.ucsd.edu ) , University of California, San Diego

Edward Price (edprice@ucsd.edu) , University of California, San Diego

Barbara Jones  , University of California, San Diego

 

Abstract: Student responses on the Maryland Physics Expectations Survey (MPEX) are typically compared to an expert response. This expert response is a concurrence of results from N=19 PER-informed college faculty asked to respond to the survey items with the answers "they would prefer their students to give".[1] We have surveyed the faculty at a research university (many of whom are indifferent or antagonistic toward PER) to determine if the responses of general physics faculty are concurrent and aligned with the PER-informed 'expert' response. N=16 physics faculty members at the University of California, San Diego (UCSD) were asked to fill out the MPEX in a the same manner as the MPEX expert group. This population of respondents represents a wider range of experience with PER than the calibration group; a majority have limited or no knowledge of results from the field. On nearly half the items, their responses did not converge with the MPEX expert response. While the average was closer to the average 'expert' response than reported results on students*, the range of individual faculty member's responses was large. We consider the implications of this result on measuring faculty pedagogical sophistication and understanding changes in student MPEX responses following instruction.

 

CP-AI04

A Conceptual Hierarchy of Lunar Phases?

 

Aaron Hines (ahines@siue.edu) , Southern Illinois University - Edwardsville

Rebecca Lindell (rlindel@siue.edu) , Southern Illinois University - Edwardsville

 

Abstract: According to cognitive theory, to encourage the development of a scientific understanding, instructors need to be able determine if their students have a mental model of phenomena, how deeply rooted these mental models are, as well as how structured they are.  The majority of research to date has focused on the discovery of the different mental models of specific phenomena, as well as how deeply rooted these mental models are.  In this research project we utilized data obtained from the national field test of the Lunar Phases Concept Inventory (LPCI) to investigate the conceptual hierarchy across the eight different concept dimensions investigated by the LPCI by employing the psychometric theory of item response.  Item response theory (IRT) looks for patterns of item response based upon underlying latent traits typically total score. Rather than use the typical total score to estimate the latent trait, this research utilized the understanding of the different dimensions of lunar phases as the latent trait.  Preliminary results of this research will be reported.

 

CP-AI05

Eliciting and Representing Hybrid Mental Models

 

Zdeslav Hrepic (zhrepic@phys.ksu.edu) , Kansas State University

Dean Zollman (dzollman@phys.ksu.edu) , Kansas State University

N. Sanjay Rebello (srebello@phys.ksu.edu) , Kansas State University

 

Abstract: While constructing their understanding in various domains of physics, students go through transitional phases that may involve richly developed and consistently used mental models. These transitional models are unique cognitive structures composed of elements of both scientifically accepted and the most commonly used initial alternative models and have been previously referred to as hybrid models [1]. In this paper we discuss the main features of Linked Item Model Analysis (LIMA) - a novel method for eliciting and representing mental models in areas where hybrid models play a role in students’ learning.  We developed and applied the method in the domain of sound propagation.  We also present the LIMA-based assessment package for eliciting students’ mental models of sound propagation, consisting of tests in different contexts and associated spreadsheet-based software which are now available online for classroom use.

 

CP-AI06

Development of an instrument for evaluating anxiety caused by cognitive conflict*

 

Yeounsoo Kim (kim.1902@osu.edu) , The Ohio State University

Lei Bao  , The Ohio State University

 

Abstract: Physics learning situations often involve many cognitive conflicts between a student’s present understandings and new information being learned. Cognitive conflict is known as an important factor in conceptual change. Therefore, it is important to help physics teachers and students develop skills and knowledge for more effective conflict management. However there is no readily available method by which to identify the types of meaningful (constructive) cognitive conflict that students may have in their learning. We focus the study on the student anxiety caused by cognitive conflict so that we can improve student motivations in learning. This study is targeted to develop an easy-to-use instrument that can be implemented in classroom to monitor students’ status of their anxiety in cognitive conflict situations and the effects on students’ motivations in learning. We will show that this tool is useful for obtaining important information about the skills and procedures needed for effective conflict management in the physics laboratory like physics by inquiry.

 

CP-AI07

Using a Q-type assessment instrument to study correlation between teacher attitudes and student perceptions of physics laboratories

 

Yuhfen Lin (yflin@mps.ohio-state.edu) , The Ohio State University

Dedra Demaree (ddemar1@pacific.mps.ohio-state.edu) , The Ohio State University

Xueli Zou (xzou@csuchico.edu) , California State University - Chico

Gordon Aubrecht (aubrecht.1@osu.edu) , The Ohio State University

 

Abstract: A modified version of the Laboratory Program Variables Inventory (LPVI),[1]  a Q-type instrument originally developed to assess chemistry laboratories, has been used to study the correlation between instructor expectations and student descriptions. Careful study of the correlation among different classes shows that Q-type assessment is an effective tool for describing course types (as reported in a companion poster). Here we examine correlations between instructor expectations and student perceptions among different sections of the same course, as well as differences in student perceptions among the sections taught by the same instructor. This Q-type assessment tool may be used to diagnose problems in curriculum development and instructor education.

 

CP-AI08

Measuring Conceptual Change in College Students’ Understanding of Lunar Phases

 

Rebecca Lindell (rlindel@siue.edu) , Southern Illinois University - Edwardsville

 

Abstract: Researchers now know that college students enter the introductory astronomy classroom with pre-existing mental models of lunar phases.  If rooted deeply enough alternate mental models may actually impair an individual’s ability to learn a particular concept.  To teach the subject successfully, instructors need to encourage conceptual change.  To aid instructors in assessing individuals’ mental models of lunar phases, the Lunar Phases Concept Inventory (LPCI) was developed. This twenty-item multiple-choice inventory was designed to advantage of the innovative model analysis theory.  By using this theory in combination with the LPCI, an instructor can determine the probabilities of their class utilizing different mental models, as well as how consistently said mental models are utilized.  To assess conceptual change, an instructor can use the LPCI to assess student’s mental models both before and after instruction.  As an example of this technique, analysis of pre- and post-test LPCI results will be reported.

 

CP-AI09

Student “Splits” Between Intuition and Scientist Answers*

 

Timothy McCaskey (mccaskey@physics.umd.edu) , University of Maryland

Andrew Elby (elby@physics.umd.edu) , University of Maryland

 

Abstract: Previous work showed that, on FCI items, students indicate that the answer they “really believe” often differs from the answer they think a scientist would give [1].  However, interviews revealed that these “splits” could not be cleanly interpreted:  sometimes they corresponded to a student’s intuition, sometimes not [2].  For this reason, and because intuition splits are epistemologically interesting in their own right, we modified the FCI task.  Students now indicate their 'scientist answer' and the answer that “makes the most intuitive sense” to them.  New interviews established that the modified task suffers from fewer interpretive difficulties.  In addition, evidence suggests that students reconcile concepts like Newton’s laws with their intuition more effectively if such reconciliation is an explicit goal of instruction.

 

CP-AI10

A Survey to Investigate Student Understanding of Quantum Tunneling

 

Jeffrey Morgan (jeffrey.morgan@umit.maine.edu) , University of Maine

Michael Wittmann (michael.wittmann@umit.maine.edu) , University of Maine

 

Abstract: Initial interviews on quantum tunneling with undergraduate physics majors[1] have revealed that a significant percentage of students (a) believe energy is lost in tunneling and (b) have difficulty sketching and interpreting the wave function in the region of a potential barrier, corroborating the findings of Bao[2] and others[3].  We have used these results to construct a survey designed to probe student conceptual understanding of tunneling through a symmetric square barrier.  The survey asks respondents to sketch the wave function in the region of a potential barrier, and to use their sketch to reason about both the probability of tunneling and the average energy of particles that have tunneled.  Further questions involve changes to the barrier or the particle energy.  We discuss the evolution of the survey design, as well as the responses of advanced undergraduate physics and engineering physics majors at the University of Maine during the 2002-03 and 2003-04 academic years.

 

CP-AI11

Correlating student attitudes with student learning using the Colorado Learning Attitudes about Science Survey

 

Katherine Perkins (Katherine.Perkins@colorado.edu) , University of Colorado, Boulder

Wendy Adams (Wendy.Adams@colorado.edu) , University of Colorado, Boulder

Steven Pollock  , University of Colorado, Boulder

Carl Wieman  , University of Colorado, Boulder

Noah Finkelstein  , University of Colorado, Boulder

 

Abstract: A number of instruments have been designed to probe the “hidden curriculum”[1], examining the variety of attitudes, beliefs, expectations, and epistemological frames taught in our introductory physics courses.  Using a newly developed instrument – the CLASS[2] – we examine the relationship among students’ attitudes and beliefs, their shifts over the course of a semester, and other educational outcomes, such as conceptual learning and student retention.  We report results from surveys of 2400 students in a variety of courses, including several designed to promote favorable student attitudes.  We find positive correlations between particular student attitudes and conceptual learning gains, and between student retention and favorable attitudes and beliefs in select categories.  We also note the influence of teaching practices on student attitudes.

 

CP-AI12

Student understanding of Gauss' law of electricity

 

Chandralekha Singh (clsingh@pitt.edu) , University of Pittsburgh

Paul Reilly (clsingh@pitt.edu) , University of Pittsburgh

 

Abstract: We are investigating student difficulties and designing tutorials related to  Gauss' law in introductory calculus-based courses. Our investigation  includes interviews with individual students, development and administration  of free-response pre-/post-tests, and development of a conceptual  multiple-choice test.  Results of our investigation will be discussed.

 

CP-AI13

From students’ perspectives: A Q-type assessment instrument*

 

Xueli Zou (xzou@csuchico.edu) , California State University - Chico

Dedra Demaree  , The Ohio State University

Yuhfen Lin  , The Ohio State University

Gordon Aubrecht  , The Ohio State University

 

Abstract: A Q-type instrument, the Laboratory Program Variables Inventory (LPVI)**, has been used to assess three possible different introductory physics laboratories: an investigative science learning laboratory at California State University, Chico (CSUC), Physics by Inquiry, and a regular calculus-based laboratory at The Ohio State University (OSU). The LPVI was originally developed to investigate three different laboratory formats—verification, guided inquiry, and open inquiry—used in college general chemistry courses. This poster will share LPVI’s data and data analyses obtained from those physics laboratories. The results provide us with insight about how the students perceive each laboratory learning environment and with feedback on further development of current curricula.

 

 

CP-DM01

Rate of Change and Electric Potential

 

Rhett Allain (rallain@selu.edu) , North Carolina State University

Robert Beichner (beichner@ncsu.edu) , North Carolina State University

 

Abstract: This project aims to investigate a possible underlying cause to student difficulties relating change of electric potential to electric field.  A likely source of difficulties is the lack of students' understanding of the general concept of rate of change (both rate of change in time and distance).  To investigate this link, a diagnostic was created that probed students' understanding of rate of change concepts and electric potential concepts.  This poster will report on the creation of the diagnostic instruments and results from student responses.

 

CP-DM02

Diminishing Forces – Implications of a Misconception

 

Alicia Allbaugh (allbaugh@rit.edu) , Rochester Institute of Technology

 

Abstract: Evidence is presented to suggest a misconception concerning motion of an object when acted upon by a force which decreases with distance. This evidence was collected during interviews of several above average calculus-based physics students.  The students stated that the motion of an object would slow, even stop, if the force on decreased based upon its distance such as Coulomb’s Law.  This may not be surprising until viewed it in the light that many of these students didn’t reveal this impetus or Aristotelian notion except with diminishing forces.

 

CP-DM03

Assessing student understanding of wave amplitude and intensity

 

Lei Bao (lbao@pacific.mps.ohio-state.edu) , The Ohio State University

Dedra Demaree (demaree.2@osu.edu) , The Ohio State University

 

Abstract: Students often confuse wave amplitude and intensity.  They state that they see a wave peak at points of maximum interference.  In order to better assess this confusion, a waves questionnaire was given to 259 students during the 3rd quarter introductory calculus-based physics class at the Ohio State University just after all lecture instruction regarding wave interference and diffraction had been completed.  Although further study will be necessary to understand many of the student responses, several misconceptions were evident from the results.  Among these are that a large number of students believe that interference is purely destructive interference; many think that the eye can distinguish wave peaks and troughs; and most students think the wave peaks are points of highest intensity.   The detailed findings from the questionnaire will be reported in this poster.

 

CP-DM04

Student difficulties with graphical representation of vector products: crossing and dotting beyond t’s and i’s*

 

Warren Christensen (wmchris@iastate.edu) , Iowa State University

Ngoc-Loan Nguyen (nguyenn@iastate.edu) , Iowa State University

David Meltzer (dem@iastate.edu) , Iowa State University

 

Abstract: Recent research [1-3] has shown that students in introductory physics courses (both algebra- and calculus-based) have significant difficulty with the graphical representation of vectors.  In order to understand concepts such as work, torque, and magnetic force on a charged particle, students must have a coherent understanding of scalar products and vector products.  In the last two academic semesters we have been probing students’ understanding by the use of a six-question multiple-choice quiz. Early results indicate that 1/3 of students fail to recognize the fact that the scalar product of perpendicular vectors is zero. Another third of students fail to assign negative values to scalar products of two vectors with a vertex angle greater than 90 degrees.  Another intriguing aspect of this poster will be to highlight some significant findings concerning the self-selecting nature of a student sample when using an online medium.

 

CP-DM05

Identifying student concepts of “gravity”

 

Roger E. Feeley (roger.feeley@umit.maine.edu)