• Open Access

Effects of two different types of physics learning on the results of CLASS test

Mirko Marušić and Josip Sliško
Phys. Rev. ST Phys. Educ. Res. 8, 010107 – Published 15 February 2012

Abstract

During a one-semester-long research project with high school students, we deployed and gauged efficiency of two different reform teaching methods: reading, presenting, and questioning (RPQ) and experimenting and discussion (ED). In this paper we report on changes in students’ attitudes and beliefs about physics and learning physics. We used the Colorado Learning Attitudes about Science Survey (CLASS v3) to assess the relative effectiveness of the two methods. The data show that both methods improved student attitudes and beliefs but to different extents. The RPQ group (91 students) achieved an overall improvement of +5.8% in attitudes and beliefs, while the ED group (85 students) attained an improvement of +25.6%. These results suggest that both methods may have a substantial potential for improving students’ attitudes and beliefs about physics and physics learning, with the ED method being more promising than the RPQ. method

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  • Received 14 January 2011

DOI:https://doi.org/10.1103/PhysRevSTPER.8.010107

This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

© 2012 American Physical Society

Authors & Affiliations

Mirko Marušić1 and Josip Sliško2

  • 1I. Gimnazija, Split, Croatia
  • 2Facultad de Ciencias Físico Matemáticas, Benemérita Universidad Autónoma de Puebla, Puebla, México

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Vol. 8, Iss. 1 — January - June 2012

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