Students’ Expectations about an Innovative Introductory Physics Course

dc.creator	Funda ÖRNEK
dc.creator	William R. ROBINSON
dc.creator	Mark P. HAUGAN
dc.date	2008-04-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:14:41Z
dc.date.available	2015-07-20T22:14:41Z
dc.identifier	1304-6020
dc.identifier	https://doaj.org/article/cfa490be8d304d20b0fcefd5e5cef995
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17046
dc.description	Beginning the Fall Semester of 2001, the Physics Department at Purdue University started to teach a calculus-based introductory physics course by using a modeling-based interactive engagement method. In brief, modeling in physics is defined as “making a simplified, idealized physics model of a messy real-world situation by means of approximations” (Chabay & Sherwood, 1999). This study explores physics majors’ expectations, attitudes, and beliefs about a university physics course based on modeling instruction and interactive engagement. Also, this study investigates how those expectations, attitudes, and beliefs compare to that of students for other physics courses and change as a result of physics instruction. The Maryland Physics Expectation (MPEX) survey (Redish et al., 1998) is used. It is a 34-item Likert-scale survey that investigates students’ attitudes, beliefs, and expectations about physics. It was administered as a pre-and post-test. The results lead to the conclusion that the instruction based on modeling and interactive engagement produces an average deterioration in student expectations, attitudes, and beliefs. In spite of this fact, it should not be disregarded that students at Purdue University have closer views with most scientists (more favorable views) at the beginning of the course and the end of the course than students at other universities have. That suggests that students’ expectations, attitudes, and beliefs about a physics course based on modeling and interactive engagement are more sophisticated and professional than that of students for other physics courses when compared to that of students in other physics courses at other universities.
dc.language	Turkish
dc.language	English
dc.publisher	Ekip Ltd. Sti
dc.relation	www.tused.org
dc.relation	https://doaj.org/toc/1304-6020
dc.source	Journal of Turkish Science Education, Vol 5, Iss 1, Pp 48-58 (2008)
dc.subject	Attitudes
dc.subject	Beliefs
dc.subject	Expectations
dc.subject	MPEX
dc.subject	Physics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Students’ Expectations about an Innovative Introductory Physics Course
dc.type	article