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written by
Luchang Chen, Shaorui Xu, Hua Xiao, and Shaona Zhou
Students' epistemological beliefs have been confirmed to influence students' physics learning in an essential way. The Colorado Learning Attitudes about Science Survey (CLASS) is an assessment instrument for evaluating students' beliefs towards physics learning. In the present study, 817 students participate in our investigation with the mandarin CLASS version through three years of the undergraduate program among ten universities in China. We compare student performances on the CLASS across different majors, genders, and university tiers via the three-way analysis of variance. From the results, the main effect of major is found to be statistically significant. Students majoring in education consistently have a better performance of attitudes toward physics learning than those majoring in noneducation, regardless of gender and university tier. There are no main effects of gender and university tier, while the interaction between gender and university tier is detected significantly. No three-way interaction is detected among major, gender, and university tier. Therefore, this paper identifies how students' epistemological beliefs towards physics learning are related to various disciplines in universities, different genders, and qualitatively dissimilar content learning. For future work, it is worth investigating how students' epistemological beliefs towards physics learning are affected by the variable of year level and how the variable of year level interacts with major, gender, and university tier. According to the significant effect of major, it will make sense to investigate the correlation between epistemological beliefs and career interests or career expectations in future research.
Physical Review Physics Education Research: Volume 15, Issue 1, Pages 010106
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=15004">Chen, L, S. Xu, H. Xiao, and S. Zhou. "Variations in students’ epistemological beliefs towards physics learning across majors, genders, and university tiers." Phys. Rev. Phys. Educ. Res. 15, no. 1, (January 10, 2019): 010106.</a>
AIP Format
L. Chen, S. Xu, H. Xiao, and S. Zhou, , Phys. Rev. Phys. Educ. Res. 15 (1), 010106 (2019), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.15.010106).
AJP/PRST-PER
L. Chen, S. Xu, H. Xiao, and S. Zhou, Variations in students’ epistemological beliefs towards physics learning across majors, genders, and university tiers, Phys. Rev. Phys. Educ. Res. 15 (1), 010106 (2019), <https://doi.org/10.1103/PhysRevPhysEducRes.15.010106>.
APA Format
Chen, L., Xu, S., Xiao, H., & Zhou, S. (2019, January 10). Variations in students’ epistemological beliefs towards physics learning across majors, genders, and university tiers. Phys. Rev. Phys. Educ. Res., 15(1), 010106. Retrieved December 3, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.15.010106
Chicago Format
Chen, L, S. Xu, H. Xiao, and S. Zhou. "Variations in students’ epistemological beliefs towards physics learning across majors, genders, and university tiers." Phys. Rev. Phys. Educ. Res. 15, no. 1, (January 10, 2019): 010106, https://doi.org/10.1103/PhysRevPhysEducRes.15.010106 (accessed 3 December 2024).
MLA Format
Chen, Luchang, Shaorui Xu, Hua Xiao, and Shaona Zhou. "Variations in students’ epistemological beliefs towards physics learning across majors, genders, and university tiers." Phys. Rev. Phys. Educ. Res. 15.1 (2019): 010106. 3 Dec. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.15.010106>.
BibTeX Export Format
@article{
Author = "Luchang Chen and Shaorui Xu and Hua Xiao and Shaona Zhou",
Title = {Variations in students’ epistemological beliefs towards physics learning across majors, genders, and university tiers},
Journal = {Phys. Rev. Phys. Educ. Res.},
Volume = {15},
Number = {1},
Pages = {010106},
Month = {January},
Year = {2019}
}
Refer Export Format
%A Luchang Chen %A Shaorui Xu %A Hua Xiao %A Shaona Zhou %T Variations in students' epistemological beliefs towards physics learning across majors, genders, and university tiers %J Phys. Rev. Phys. Educ. Res. %V 15 %N 1 %D January 10, 2019 %P 010106 %U https://doi.org/10.1103/PhysRevPhysEducRes.15.010106 %O application/pdf
EndNote Export Format
%0 Journal Article %A Chen, Luchang %A Xu, Shaorui %A Xiao, Hua %A Zhou, Shaona %D January 10, 2019 %T Variations in students' epistemological beliefs towards physics learning across majors, genders, and university tiers %J Phys. Rev. Phys. Educ. Res. %V 15 %N 1 %P 010106 %8 January 10, 2019 %U https://doi.org/10.1103/PhysRevPhysEducRes.15.010106 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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