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Abstract Title: A study on the beliefs about the role of physics and physicists amongst introductory students
Abstract: Modeling instruction in introductory physics has been found to generate positive learning and affective outcomes for students.  This study focuses on what students think about physics before and after taking modeling instruction as well as their changing perceptions of what it means to be a "physics person", drawing on the lens of identity. We collected data for a four person case study that includes students' attitudinal data (e.g. quantitative measures of physics identity before/after taking their 1st semester of physics) and one-on-one interviews near the end of their 2nd semester of physics. The results will motivate a broader study of students' beliefs about the role of physics and physicists and how a modeling instruction experience differentially impacts these beliefs in comparison to a more traditional classroom environment.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Miguel Rodriguez
Florida International University
Co-Author(s)
and Co-Presenter(s)
Geoff Potvin