s.no.

simulation

a standard teaching
method

1. Correlating
Student
Beliefs With
Student
Learning
Using The
Colorado
Learning
Attitudes
about
Science
Survey
2. Why we
should teach
the Bohr
model and
how to teach
it effectively

Colorado Learning
Attitudes about Science
Survey (CLASS)
examining the
relationship between
students beliefs about
physics and other
educational outcomes,
such as conceptual
learning and student
retention

finding positive
correlations between
particular student
beliefs and
conceptual learning
gains, and between
student retention
and favorable beliefs
in select categories

presenting interactive
computer simulations
designed to help
students build models
of the atom more
effectively

3. Students
know what
physicists
believe, but
they dont
agree: A
study using
the CLASS
survey

a modified version of
the Colorado Learning
Attitudes about Science
Survey which asked
students to respond to
each statement with
both their personal
belief and the response
they thought a physicist
would give

4. Reforming
a large
lecture
modern
physics
course for
engineering
majors using
a PERbased
design

The content of this

course emphasized
reasoning development,
model building, and
connections to real
world applications. In
addition we
implemented a variety
of PERbased learning
techniques, including

comparing and
contrasting different
models is a key
feature of a
curriculum that helps
students move
beyond the Bohr
model and adopt
Schrdingers view
of the atom
These ideas are
largely unaffected by
their college physics
instruction. In
contrast, students
personal beliefs
about physics differ
with varying high
school physics
backgrounds and
college physics
courses in which
they enroll, and
these beliefs are
affected by college
physics instruction
We have found
significant
improvements in
both content
knowledge and
beliefs compared
with the same
course before
implementing these
reforms and a

Comparision
conlusion in
detail

5. New
instrument
for
measuring
student
beliefs about
physics and
learning
physics: The
Colorado
Learning
Attitudes
about
Science
Survey

peer instruction,
collaborative homework
sessions, and
interactive simulations
The CLASS has been
validated using
interviews, reliability
studies, and extensive
statistical analyses of
responses from over
5000 students

6. Towards
characterizin
g the
relationship
between
students
interest in
and their
beliefs about
physics

An analysis of students
reasons for why their
interest changed
showed that a sizable
fraction of students
cited reasons tied to
beliefs about physics or
learning physics as
probed by the CLASS
survey. The leading
reason for increased
interest was the
connection between
physics and the real
world.

7. The Design
and
Validation of

used to determine
categories and how to
analyze the robustness

corresponding
course for physics
majors.
teaching practices
cause substantial
drops in student
scores; that a
students likelihood
of becoming a
physics major
correlates with their
Personal Interest
score; and that, for a
majority of student
populations,
womens scores in
some categories,
including Personal
Interest and Real
World Connections,
are significantly
different from mens
score
used to characterize
students beliefs
about physics and
learning physics at
the beginning and
end of the semester.
Additionally students
were asked at the
end of the semester
to rate their interest
in physics, how it has
changed, and why.
We find a correlation
between surveyed
beliefs and selfrated
interest (R=0.65). At
the end of the term,
students with more
expertlike beliefs as
measured by the
Overall CLASS
score also rate
themselves as more
interested in physics
analyzing results
from over 2400
students, interviews

the Colorado
Learning
Attitudes
about
Science
Survey

of categories for
probing various facets
of student learning are
also described.

and factor analyses