1. Studying Student Attitudes and Beliefs About Physics: their importance and what affects them Carl Wieman Work mostly done by Wendy Adams and Kathy Perkins, also Jack Barbera University of Colorado at Boulder http://class.colorado.edu (some also on chem if desired)

2. supported by: Hewlett Found., NSF, Univ. of Col., and A. Nobel supported by: Hewlett Found., NSF, Univ. of Col., and A. Nobel phet.colorado.edu phet.colorado.edu b. Interactive simulations b. Interactive simulations Physics Education Technology Project (PhET) Physics Education Technology Project (PhET) >70 simulations >70 simulations Wide range of physics (& chem) topics. Activities database. Wide range of physics (& chem) topics. Activities database. Run in regular web-browser, online or download site. Run in regular web-browser, online or download site. laser laser balloon and sweater balloon and sweater

3. Lots of research on effectiveness in many different settings. Optimal design. balloon and sweater balloon and sweater circuit construction kit circuit construction kit photoelectric photoelectric......

4. Outline Measuring attitudes and beliefs: The CLASS-Phys and CLASS-Chem Survey Measuring attitudes and beliefs: The CLASS-Phys and CLASS-Chem Survey Importance of studying students’ beliefs: Importance of studying students’ beliefs: – Characterizing beliefs – Chemistry and Physics – impact of instruction on beliefs – Correlations between beliefs and … : Choice of major & pursuit of study Choice of major & pursuit of study Changes in self-reported interest Changes in self-reported interest (Content learning) (Content learning)

5. Novice Expert Content: isolated pieces of information to be memorized. Content: isolated pieces of information to be memorized. Handed down by an authority. Unrelated to world. Handed down by an authority. Unrelated to world. Problem solving: pattern matching to memorized recipes. Problem solving: pattern matching to memorized recipes. Beliefs about physics and problem solving Beliefs about physics and problem solving Content: coherent structure of concepts. Content: coherent structure of concepts. Describes nature, established by experiment. Describes nature, established by experiment. Prob. Solving: Systematic concept-based strategies. Widely applicable. Prob. Solving: Systematic concept-based strategies. Widely applicable. *adapted from D. Hammer *adapted from D. Hammer

6. Survey development process similar to concept test development 1. Structured interviews with students. Find patterns. 2. Open ended written questions- code & classify 3. Create survey questions a. test expert responses b. validate in student interviews (interpretation consistent, responses for desired reasons) 4. Give to bunch of students- test reliability

7. The CLASS Survey (Colorado Learning Attitudes about Science Survey) Main Goals: Main Goals: – Focus on beliefs about the discipline and learning the discipline – Valid/Reliable across university populations (non-sci to majors) – Probe additional facets of beliefs (problem solving) CLASS-Phys (42 statements) & CLASS-Chem (50 statements) (39 common statements) CLASS-Phys (42 statements) & CLASS-Chem (50 statements) (39 common statements) 1. Redish, E., Saul, J. M. Steinberg, R. N., (1998). Amer. Journal of Phys. 2. Halloun, I. E., (1996). Proceedings of the ICUPE. I think about the physics I experience in everyday life. It is possible to explain physics ideas without mathematical formulas. Strongly Disagree 1 2 3 4 5 Strongly Agree B uilds on previous work in physics by (MPEX 1 & VASS 2 )

8. 9. I find that reading the text in detail is a good way for me to learn physics. 10. There is usually only one correct approach to solving a physics problem. 11. I am not satisfied until I understand why something works the way it does. 12. I cannot learn physics if the teacher does not explain things well in class. 13. I do not expect physics equations to help my understanding of the ideas; they are just for doing calculations. 14. I study physics to learn knowledge that will be useful in my life outside of school. 15. If I get stuck on a physics problem on my first try, I usually try to figure out a different way that works. 16. Nearly everyone is capable of understanding physics if they work at it. 17. Understanding physics basically means being able to recall something you've read or been shown.

9. CLASS: Scoring I think about the physics I experience in everyday life. Strongly Disagree Strongly Agree 1 2 3 4 5 - Score % Favorable : percentage of students agreeing with expert - Score % Favorable on overall and categories : percentage of statements for which student agree with expert Personal Interest Personal Interest Real World Connection Real World Connection Problem Solving (PS) General Problem Solving (PS) General PS Confidence PS Confidence PS Sophistication PS Sophistication Sense Making / Effort Sense Making / Effort Conceptual Connections Conceptual Connections Conceptual Learning Conceptual Learning Atomic-Molecular Perspective of Chemistry Atomic-Molecular Perspective of Chemistry CLASS-Phys: Adams et al., Physical Review ST - PER CLASS-Chem: Barbera et al., (JCE)

10. Outline What do we mean by beliefs? What do we mean by beliefs? Measuring beliefs: The CLASS-Phys and CLASS-Chem Survey Measuring beliefs: The CLASS-Phys and CLASS-Chem Survey Importance of studying students’ beliefs: Importance of studying students’ beliefs: – Characterizing beliefs – Chemistry and Physics – Correlations between beliefs and … : Choice of major & pursuit of study Choice of major & pursuit of study Changes in self-reported interest Changes in self-reported interest (Content learning) (Content learning) Can we impact students’ beliefs? Can we impact students’ beliefs? Developing belief surveys Developing belief surveys

11. Surveyed beliefs and choice of major Students who choose to major in physics see physics as highly relevant and useful in everyday life. Students who choose to major in physics see physics as highly relevant and useful in everyday life. Elementary ed majors Non-sci majors Bio & Chem Whole class mostly engineers 1 st yr Phys majors 2 nd yr Phys majors & honours 1 st and 2 nd yr phys grads 0%20%40%60%80%100% % Favorable Score (PRE) (Calc-based Phys I) ‘Personal Interest’ ‘Overall’ Elementary Ed Majors Don’t! (Alg-based Phys I)

12. Distribution of Beliefs 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 0102030405060708090100 ‘Overall’ % Favorable (PRE) (Percentage of statements for which student agrees w/ expert) Percentage of respondents Alg-based Phys I (N=309) Calc-based Phys I (N=389) 3 rd semester for phys majors (N=61) expert-like novice-like

13. Impact of teaching on students’ beliefs MPEX work in Physics: Students’ expectations shift to be more novice (decline of ~5-8% in ‘Overall’ %fav) MPEX work in Physics: Students’ expectations shift to be more novice (decline of ~5-8% in ‘Overall’ %fav) CLASS-Phys results at CU-Boulder: CLASS-Phys results at CU-Boulder: -15-10-505 % Favorable -15-10-505 Shift in % Favorable (Post-Pre) Overall Calc-based Phys II (N = 218) Alg-based Phys I (N = 128, 312, 306) Calc-based Phys I (N = 389, 348, 398) MORE NOVICE MORE EXPERT Shift in % Favorable (Post-Pre) minor changes addressing beliefs

14. Overall Personal Interest Real World Connection Problem Solving Conceptual Connections MORE NOVICE MORE EXPERT Series2 Series1 Series3 Series7 Series6 Series4 Series5 -15-10-50510 % Favorable Calc-based Phys II Alg-based Phys I Calc-base Phys I Impact on categories of students’ beliefs Shift in % Favorable (Post-Pre)

15. What about in chemistry? -15-10-50510 Overall Personal Interest Real World Connection Problem Solving % Favorable MORE NOVICE MORE EXPERT GenChem 1 GenChem 2 Honors Gen 1 Honors Gen 2 N=298 N=403 N=239 N=406 N=21 N=25 Shift in % Favorable (Post-Pre)

16. Are we … Creating majors with expert-like beliefs Filtering out those without pre-existing expert-like beliefs OR ?

17. 0% 10% 20% 30% 40% 50% 60% All Students Intended Physics Majors Major in Sp07 Percentage of respondents 0102030405060708090100 ‘Overall’ % Favorable (PRE) Beliefs at START of Phys I Who from Calc-based Phys I, majors in physics? Calc-based Phys I (Fa04-Fa05): 1306 students “Intend to major in physics”: 85 students Actually majoring in physics in Sp07: 18 students Most students who end up majoring in physics, arrive at university with expert- like beliefs at the start.

18. Beliefs correlate with measures of learning, particularly learning gains on conceptual tests Beliefs correlate with measures of learning, particularly learning gains on conceptual tests

19. Surveyed Beliefs and Self-reported Interest Students’ beliefs as measured by CLASS, and Self-rated interest – –supplemental questions “Currently, what is your level of interest in physics? “ (very low, low, moderate, high, very high) “During the semester, my interest in physics…” (increased, decreased, stayed the same) “Why?” (Open response)

20. Surveyed Beliefs correlate with Self-reported Interest 0 10 20 30 40 102030405060708090100 Post ‘Overall’ % Favorable (rounded to nearest 10) # of students Calc-based Phys I course (N=391) Calc-based Phys I course (N=391) Students’ with higher self- reported interest have more expert-like beliefs. Students’ with higher self- reported interest have more expert-like beliefs. Correlation of R=0.65 Correlation of R=0.65 Very Low Low High Very High Interest:

21. How and ‘Why’ students’ interest in physics changes IncreasedNo changeDecreased 19%37%45% Change in Interest : Change in Interest : % Favorable on CLASS shifted toward novice (-7%) Change in Beliefs : Change in Beliefs : Reasons given for ‘Why’ interest changed: Reasons given for ‘Why’ interest changed: Coded into 5 types of reasons - Beliefs (as probed by CLASS) - Specific Aspects of Instruction - Personal Success in Course - Comparison with Prior Experience (HS) - Relation to Career Path Same course (Calc-based Phys I course; N=391) Same course (Calc-based Phys I course; N=391)

22. Specific Aspects of Instruction Relation to Career Plans Personal Success Prior Experience Beliefs 0% 20% 40% 60% 80% 100% % of Students Calc Phys 1 (A): 19% ↑ and 45% ↓ Calc Phys 1 (B): 17% ↑ and 39% ↓ Alg Phys 1: 45% ↑ and 16% ↓ Reasons for Increased Interest Reasons ‘Why’ students’ interest change 0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100% % of Students Decreased Interest Over 50% of increased interest reasons related to surveyed beliefs Over 50% of increased interest reasons related to surveyed beliefs Top 3 belief reasons: Top 3 belief reasons: 1. Real World Connection 2. Personal Interest (usefulness) 2. Personal Interest (usefulness) 3. Prob. Solv. Confidence Top reason for decreased interest is Specific Aspects of Instruction Top reason for decreased interest is Specific Aspects of Instruction

23. Outline What do we mean by beliefs? What do we mean by beliefs? Measuring beliefs: The CLASS-Phys and CLASS-Chem Survey Measuring beliefs: The CLASS-Phys and CLASS-Chem Survey Importance of studying students’ beliefs: Importance of studying students’ beliefs: – Characterizing beliefs – Chemistry and Physics – Correlations between beliefs and … : Choice of major & pursuit of study Choice of major & pursuit of study Changes in self-reported interest Changes in self-reported interest (Content learning) (Content learning) Can we impact students’ beliefs? Can we impact students’ beliefs?

24. Insights and successes in addressing students’ beliefs Important question: Important question: Do students’ know what experts’ believe or not?

25. Do students’ know what physicists believe? Personal Score 1. A significant problem in learning physics is being able to memorize all the information I need to know. Strongly AgreeStrongly Disagree12345 What do YOU think? What would a physicist say? “Physicist” Score

26. Conclusion-- students know what physicists believe. They just don’t think those beliefs are true (at least for them). Conclusion-- students know what physicists believe. They just don’t think those beliefs are true (at least for them). Requires persuasion & demonstration, not simply information. Requires persuasion & demonstration, not simply information.

27. Strategies that have helped Strategies that have helped Explicitly attending to beliefs in all aspects of course Using many real-world, everyday-life contexts Using many real-world, everyday-life contexts Including conceptual questions Including conceptual questions Emphasizing students’ developing and explaining reasoning, e.g. using peer learning and requiring reasoning. Emphasizing students’ developing and explaining reasoning, e.g. using peer learning and requiring reasoning. Having students explicitly discuss/explain connections, e.g. using compare/contrast cases, including multiple representations. Having students explicitly discuss/explain connections, e.g. using compare/contrast cases, including multiple representations. CU Phys: Seen beliefs hold steady Summer 08 PERC meeting Summer 08 PERC meeting two reports of courses fully designed to address beliefs Maryland PER group & Florida Inter. both got large expert-like shifts!

28. Attitudes and beliefs about physics and how it is learned are important! Attitudes and beliefs about physics and how it is learned are important! Traditional teaching often worse than ineffective! Traditional teaching often worse than ineffective! Explicitly target beliefs works! Explicitly target beliefs works! Summary

29. CLASS: Development - Creating statements represent novice – expert differences (how do biologists think about biology, what do students say that experts would disagree to?) EXAMPLES SPECIFIC TO FIELD:  Why chemicals react the way they do does not usually make sense to me; I just memorize what happens.   A poem means anything I think it means.   Programming is really mostly debugging.

30. Chemistry: Surveyed Beliefs correlate with Self-reported Interest Gen Chem I Course (N=564) Gen Chem I Course (N=564) Students’ with higher self- reported interest have more expert-like beliefs. Students’ with higher self- reported interest have more expert-like beliefs. Correlation of R=0.60 Correlation of R=0.60 0 10 20 30 40 50 60 0102030405060708090100 # of students Post ‘Overall’ % Favorable Very Low Low High Very High Interest: 0 20 40 60 80 100 0123456 Self-rated Interest (1=Very Low; 5=Very High) Post 'Overall' % Favorable RawData Average

31. Chemistry: Surveyed beliefs & choice of major Students who choose to major in chemistry see chemistry as highly relevant and useful in everyday life. Students who choose to major in chemistry see chemistry as highly relevant and useful in everyday life. Environmental Prep for Gen I General I (non-majors) Organic II (non-majors) General I (majors) Organic II (majors) Physical I (Juniors-Seniors) Chem Faculty 0 20406080100 ‘Personal Interest’ ‘Overall’ % Favorable Score (PRE) Majors in same class more expert

32. Chemistry vs Physics Beliefs: Individual Statements Why do biology majors see chemistry …. as having less to do with the real world as being less conceptual, needing math to explain chemistry but not making sense of the math. as being more about memorizing disconnected pieces of information and sample problems, ?

33. Chemistry vs Physics Beliefs: Experts 0% 20% 40% 60% 80% 100% 120% Statements sorted by Chem Faculty %Favorable PHYS CHEM % Favorable % Unfavorable Personal beliefs of Physics and Chemistry Faculty 91.9% fav 89.4% fav

34. CLASS: Development - Creating statements represent novice – expert differences (how do biologists think about biology, what do students say that experts would disagree) clarity of language use students’ voice avoid multiple ideas in one statement avoid “intuitive”, “theory”, “domain”, “concept” (in chem: avoid “structure”, specify “equation” and “formula” in chem) probe students general beliefs … avoid course-specific beliefs “in this course ….” (also creates pre-survey issues) … make appropriate for all levels of students EXAMPLES OF MPEX STATEMENTS DROPPED OR REVISED: A good understanding of physics is necessary for me to achieve my career goals. A good grade in this course is not enough. Knowledge in physics consists of many pieces of information each of which applies primarily to a specific situation.

35. CLASS: Development - Testing (validating) statements Interview with students (variety of levels) Collect responses from and interviews with professors (experts) Verify that: 1) Interpretation is clear and consistent 2) Students reasoning for response consistent with response and with novice-expertness of view 3) Professors have consistent response 4) Reasonable spread among student responses - Conducting factor analysis to determine categories need a lot of responses from a variety of students categories emerges from student data (represent student thinking) categories are not determined by expert.

36. Who from Gen Chem I, majors in chemistry? Gen Chem I (Fa06): 567 students “Intend to major in chemistry”: 60 students Percentage of respondents ‘Overall’ % Favorable (PRE) Beliefs at START of GEN CHEM 0% 5% 10% 15% 20% 25% 30% 35% All Students Intended Chem Majors 0102030405060708090100

37. FavUnfavFavUnfav 66%14%63%8% 14. I cannot learn chemistry if the teacher does not explain things well in class. 71%16%84%2% 1. A significant problem in learning chemistry is being able to memorize all the information I need to know. 72%12%82%6% 9. When I solve a chemistry problem, I locate an equation that uses the variables given in the problem and plug in the values. 72%8%84%3% 16. I study chemistry to learn knowledge that will be useful in my life outside of school. 73%6%82%3% 19. Nearly everyone is capable of understanding chemistry if they work at it. 73%16%85%11% 45. It is possible to explain chemistry ideas without mathematical formulas. 77%10%87%5% 22. To understand chemistry I discuss it with friends and other students. 80%8%92%3% 43. To understand chemistry, I sometimes think about my personal experiences and relate them to the topic being analyzed. PHYSCHEM Chemistry vs Physics Beliefs: Experts

38. Looking at Individual Statements StatementsPre-fav 4. I think about the chemistry I experience in everyday life. 30% 29. When I see a chemical formula, I try to picture how the atoms are arranged and connected. 36% 43. To understand chemistry, I sometimes think about my personal experiences and relate them to the topic being analyzed. 38% 6. After I study a topic in chemistry and feel that I understand it, I have difficulty solving problems on the same topic. 45% Gen Chem I

39. Conclusions Conclusionshttp://class.colorado.edu CLASS probes general beliefs about physics or chemistry CLASS probes general beliefs about physics or chemistry Major findings: Major findings: Majors more expert-like than non-majors from the start Majors more expert-like than non-majors from the start Students’ level of interest correlated with beliefs Students’ level of interest correlated with beliefs Evidence that beliefs drive increases in interest Evidence that beliefs drive increases in interest Biology majors: Less expert-like beliefs about chemistry Biology majors: Less expert-like beliefs about chemistry Specifically attending to beliefs can avoid regression Specifically attending to beliefs can avoid regression

40. Chemistry vs Physics Beliefs Comparable population; 39 matching statements; PRE-beliefs Comparable population; 39 matching statements; PRE-beliefs Biology Majors in Chem I (CLASS-Chem, N=156) vs Biology Majors in Alg-based Phys I (CLASS-Phys, N=212) Biology Majors in Chem I (CLASS-Chem, N=156) vs Biology Majors in Alg-based Phys I (CLASS-Phys, N=212) 30 40 50 60 70 80 90 100 0102030405060 Unfavorable (%) Favorable (%) Overall Real World Connection Conceptual Connections Applied Conceptual Understanding PHYS I CHEM I ‘Overall’ & 3 categories show statistically significant differences in PRE beliefs ‘Overall’ & 3 categories show statistically significant differences in PRE beliefs Biology Majors consistently have more expert-like beliefs about Physics Biology Majors consistently have more expert-like beliefs about Physics

41. 38. It is possible to explain [] ideas without mathematical formulas. 37. To understand [], I sometimes think about my personal experiences and relate them to the topic being analyzed. 1. A significant problem in learning [] is being able to memorize all the information I need to know. 6. Knowledge in [] consists of many disconnected topics. 17. Understanding [] basically means being able to recall something you've read or been shown. 22. If I want to apply a method used for solving one [] problem to another problem, the problems must involve very similar situations. 29. To learn [], I only need to memorize solutions to sample problems. 35. The subject of [] has little relation to what I experience in the real world. 26. In [], mathematical formulas express meaningful relationships among measurable quantities. 13. I do not expect [] equations to help my understanding of the ideas; they are just for doing calculations. * * * * * * * * * * * * * * Chemistry vs Physics Beliefs: Individual Statements Statements

42. 38. It is possible to explain [] ideas without mathematical formulas. 37. To understand [], I sometimes think about my personal experiences and relate them to the topic being analyzed. 1. A significant problem in learning [] is being able to memorize all the information I need to know. 6. Knowledge in [] consists of many disconnected topics. 17. Understanding [] basically means being able to recall something you've read or been shown. 22. If I want to apply a method used for solving one [] problem to another problem, the problems must involve very similar situations. 29. To learn [], I only need to memorize solutions to sample problems. 35. The subject of [] has little relation to what I experience in the real world. 26. In [], mathematical formulas express meaningful relationships among measurable quantities. 13. I do not expect equations to help my understanding of the idea in []s; they are just for doing calculations. 0%40%80% PHYS I CHEM I % Favorable * * * * * * * * 0%40%80% % Unfavorable * * * * * * Chemistry vs Physics Beliefs: Individual Statements Statements

43. 38. It is possible to explain [] ideas without mathematical formulas. 37. To understand [], I sometimes think about my personal experiences and relate them to the topic being analyzed. 1. A significant problem in learning [] is being able to memorize all the information I need to know. 6. Knowledge in [] consists of many disconnected topics. 17. Understanding [] basically means being able to recall something you've read or been shown. 22. If I want to apply a method used for solving one [] problem to another problem, the problems must involve very similar situations. 29. To learn [], I only need to memorize solutions to sample problems. 35. The subject of [] has little relation to what I experience in the real world. 26. In [], mathematical formulas express meaningful relationships among measurable quantities. 13. I do not expect [] equations to help my understanding of the ideas; they are just for doing calculations. 0%40%80% % Favorable * * * * * * * * PHYS I CHEM I 0%40%80% % Unfavorable * * * * * * Chemistry vs Physics Beliefs: Individual Statements Statements

44. 1. A significant problem in learning physics is being able to memorize all the information I need to know. 2. When I am solving a physics problem, I try to decide what would be a reasonable value for the answer. 3. I think about the physics I experience in everyday life. 4. It is useful for me to do lots and lots of problems when learning physics. 5. After I study a topic in physics and feel that I understand it, I have difficulty solving problems on the same topic. 6. Knowledge in physics consists of many disconnected topics. 7. As physicists learn more, most physics ideas we use today are likely to be proven wrong. 8. When I solve a physics problem, I locate an equation that uses the variables given in the problem and plug in the values.

45. 18. There could be two different correct values for the answer to a physics problem if I use two different approaches. 19. To understand physics I discuss it with friends and other students. 20. I do not spend more than five minutes stuck on a physics problem before giving up or seeking help from someone else. 21. If I don't remember a particular equation needed to solve a problem on an exam, there's nothing much I can do (legally!) to come up with it. 22. If I want to apply a method used for solving one physics problem to another problem, the problems must involve very similar situations. 23. In doing a physics problem, if my calculation gives a result very different from what I'd expect, I'd trust the calculation rather than going back through the problem. 24. In physics, it is important for me to make sense out of formulas before I can use them correctly. 25. I enjoy solving physics problems.

46. 26. In physics, mathematical formulas express meaningful relationships among measurable quantities. 27. It is important for the government to approve new scientific ideas before they can be widely accepted. 28. Learning physics changes my ideas about how the world works. 29. To learn physics, I only need to memorize solutions to sample problems. 30. Reasoning skills used to understand physics can be helpful to me in my everyday life. 31. We use this statement to discard the survey of people who are not reading the questions. Please select agree (not strongly agree) for this question. 32. Spending a lot of time understanding where formulas come from is a waste of time. 33. I find carefully analyzing only a few problems in detail is a good way for me to learn physics. 34. I can usually figure out a way to solve physics problems.

47. 35. The subject of physics has little relation to what I experience in the real world. 36. There are times I solve a physics problem more than one way to help my understanding. 37. To understand physics, I sometimes think about my personal experiences and relate them to the topic being analyzed. 38. It is possible to explain physics ideas without mathematical formulas. 39. When I solve a physics problem, I explicitly think about which physics ideas apply to the problem. 40. If I get stuck on a physics problem, there is no chance I'll figure it out on my own. 41. It is possible for physicists to carefully perform the same experiment and get two very different results that are both correct. 42. When studying physics, I relate the important information to what I already know rather than just memorizing it the way it is presented.

48. During this Term, my interest in physics: increased decreased stayed about the same During this Term, my interest in physics: increased decreased stayed about the same Why? Why?