Materials Similar to Initial Interest, Goals, and Changes in CLASS Scores in Introductory Physics for Life Sciences
- 53%: Learning goals and perceived irrelevance to major within life science majors in introductory physics
- 42%: Student goals and expectations in a large-enrollment physical science class
- 40%: Disciplinary authenticity: Enriching the reforms of introductory physics courses for life-science students
- 38%: Attitudes of Life Science Majors Towards Computational Modeling in Introductory Physics
- 36%: Attitudes about science and conceptual physics learning in university introductory physics courses
- 36%: Coupling epistemology and identity in explaining student interest in science
- 30%: Expectancy Violation in Traditional and Studio-mode Introductory Physics Courses
- 29%: Development and Validation of the Colorado Learning Attitudes about Science Survey for Experimental Physics
- 29%: The Development and Measurement of Identity across the Physical Sciences
- 29%: Correlating student interest and high school preparation with learning and performance in an introductory university physics course
- 29%: Initial development of a Physics Goal Orientation survey using factor analysis
- 29%: Initial impacts of the transformation of a large introductory lab course focused on developing experimental skills and expert epistemology
- 29%: Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS
- 29%: Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class
- 28%: Challenging traditional assumptions of secondary science through the PET curriculum
- 28%: The Initial State of Students Taking an Introductory Physics MOOC
- 28%: Sharp Initial Disagreements Then Consensus in a Student Led Whole-Class Discussion