Students' Epistemologies about Experimental Physics: Validating the Colorado Learning Attitudes about Science Survey for Experimental Physics

Autor/inn/en	Wilcox, Bethany R.; Lewandowski, H. J.
Titel	Students' Epistemologies about Experimental Physics: Validating the Colorado Learning Attitudes about Science Survey for Experimental Physics
Quelle	In: Physical Review Physics Education Research, 12 (2016) 1, S.010123-1 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
DOI	10.1103/PhysRevPhysEducRes.12.010123
Schlagwörter	Physics; Epistemology; Surveys; Science Instruction; Student Reaction; Factor Analysis; Science Education; Pretests Posttests; Test Reliability; Correlation; Statistical Significance; Item Response Theory; Test Theory; Statistical Analysis; College Students; Colorado + Suchen Sie Ihr Suchwort? Physik; Erkenntnistheorie; Survey; Umfrage; Befragung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerkritik; Faktorenanalyse; Naturwissenschaftliche Bildung; Testreliabilität; Korrelation; Item-Response-Theorie; Testtheorie; Statistische Analyse; Collegestudent
Abstract	Student learning in instructional physics labs represents a growing area of research that includes investigations of students' beliefs and expectations about the nature of experimental physics. To directly probe students' epistemologies about experimental physics and support broader lab transformation efforts at the University of Colorado Boulder and elsewhere, we developed the Colorado Learning Attitudes about Science Survey for experimental physics (E-CLASS). Previous work with this assessment has included establishing the accuracy and clarity of the instrument through student interviews and preliminary testing. Several years of data collection at multiple institutions has resulted in a growing national data set of student responses. Here, we report on results of the analysis of these data to investigate the statistical validity and reliability of the E-CLASS as a measure of students' epistemologies for a broad student population. We find that the E-CLASS demonstrates an acceptable level of both validity and reliability on measures of item and test discrimination, test-retest reliability, partial-sample reliability, internal consistency, concurrent validity, and convergent validity. We also examine students' responses using principal component analysis and find that, as expected, the E-CLASS does not exhibit strong factors (a.k.a. categories). (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01