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Cited by 351

The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.

Helping physics students learn how to learn

Elby, Andrew·2001·American Journal of Physics
DOI 10.1119/1.1377283
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Abstract

Students’ “epistemological” beliefs—their views about the nature of knowledge and learning—affect how they approach physics courses. For instance, a student who believes physics knowledge to consist primarily of disconnected facts and formulas will study differently from a student who views physics as an interconnected web of concepts. Unfortunately, previous studies show that physics courses, even ones that help students learn concepts particularly well, generally do not lead to significant changes in students’ epistemological beliefs. This paper discusses instructional practices and curricular elements, suitable for both college and high school, that helped students develop substantially more sophisticated beliefs about knowledge and learning, as measured by the Maryland Physics Expectations Survey and by the Epistemological Beliefs Assessment for Physical Science.

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Metadata

Authors
Elby, A.
Venue
American Journal of Physics
Publisher
American Association of Physics Teachers (AAPT)
Published
2001-07-01
Volume
69
Issue
S1
Pages
S54-S64
ISSN
  • 0002-9505 (ISSN-L)
  • 1943-2909
DOI
10.1119/1.1377283
OpenAlex
W2052228459
Cited by
351
References
14
FWCI
11.29
Type
journal article
Language
en
Open access
closed

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CoChat. (2026). Citation check: Helping physics students learn how to learn. https://app.cochat.ai/papers/10.1119/1.1377283
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Elby, A. (2001). Helping physics students learn how to learn. American Journal of Physics. https://doi.org/10.1119/1.1377283

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.