Alignment between student epistemological views and experiences with course structures in introductory physics: A case study

被引：0

作者：

Ouellette, Ellen ^{[1
]}

Lewsirirat, Sarat ^{[1
]}

Sebastian, Ryan Biju ^{[1
]}

Lundsgaard, Morten ^{[1
]}

Krist, Christina ^{[2
]}

Kuo, Eric ^{[3
]}

机构：

[1] Univ Illinois, Dept Phys, 1110 W Green St Loomis Lab, Urbana, IL 61801 USA

[2] Univ Illinois, Dept Curriculum & Instruct, 1310 S Sixth St Educ Bldg, Champaign, IL 61820 USA

[3] Univ Illinois, Dept Phys & Curriculum & Instruct, 1110 W Green St Loomis Lab, Urbana, IL 61801 USA

来源：

2023 PHYSICS EDUCATION RESEARCH CONFERENCE, PERC | 2023年

基金：

美国国家科学基金会;

关键词：

BELIEFS;

D O I：

10.1119/perc.2023.pr.Ouellette

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Designing physics courses that support students' activation and development of expert-like physics epistemologies is a significant goal of Physics Education Research. However, very little research has focused on how physics students' interactions with course structures resonate with different epistemological views. As part of a course redesign effort to increase student success in introductory physics, we interviewed introductory physics students about their experiences with course structures and their learning and belonging beliefs. We present here a case from this broader data corpus in which a student, Robyn, discusses his epistemological views of physics problem solving and his experiences with physics lectures, office hours, and discussion sections. We find that Robyn's physics epistemology manifests consistently across his interactions with each of these different course structures, suggesting a possible resonance between students' beliefs and their experiences with course structures and the value of further investigation into the potential merits of comprehensive course design.

引用

页码：260 / 265

页数：6