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Student expectations in introductory physics
Abstract
Students’ understanding of what science is about, how it is done, and their expectations as to what goes on in a science course, can play a powerful role in what they get out of introductory college physics. In this paper, we describe the Maryland Physics Expectations survey; a 34-item Likert-scale (agree–disagree) survey that probes student attitudes, beliefs, and assumptions about physics. We report on the results of pre- and post-instruction delivery of this survey to 1500 students in introductory calculus-based physics at six colleges and universities. We note a large gap between the expectations of experts and novices and observe a tendency for student expectations to deteriorate rather than improve as a result of the first term of introductory calculus-based physics.
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“Student attitudes are being assessed with the Maryland Physics Expectations II survey (Redish et al., 1998), a well-validated instrument that has been modified to include a set of questions (referred to as the interdisciplinary cluster) that specifically probes whether students feel interdisciplinary approaches are a valuable problem-solving tool for the biological sciences.”
From Competency-Based Reforms of the Undergraduate Biology Curriculum: Integrating the Physical and Biological Sciences (2013) · cites this paper as Redish et al., 1998
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BackgroundSinger, S. R., & Smith, K. A. (2013) · Journal of Engineering Education · doi:10.1002/jee.20030 · Cited by 852
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BackgroundMethodTapping Epistemological Resources for Learning Physics
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“The running drop is different, she claimed, because the person running does not stop.8 Many introductory physics students, however, do not work to reconcile inconsistencies they find in their reasoning (diSessa, Elby, & Hammer, in press; Hammer, 1994; Redish et al., 1998).”
BackgroundDevelopment and Validation of Instruments to Measure Learning of Expert‐Like Thinking
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“However, after reviewing 16 FASI-type instruments for physics, chemistry, geosciences, and biology that were developed in the past 20 years only Redish, Steinberg, and Saul (1998) and Singh and Rosengrant (2003) used student interviews during both the development and validation processes.”
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“tics, including the Force Concept Inventory (FCI; [20]), the Mechanics Baseline Test (MBT; [21]), the Force and Motion Concept Evaluation (FMCE; [22]), the Maryland Physics Expectations Survey (MPEX; [23]), and the Conceptual Survey of Electricity and Magnetism (CSEM; [24]), did not mention similarities or differences…”
BackgroundThe Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology
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“…these negative shifts and even promote shifts toward more expert-like perceptions, as well as lead to increased conceptual understanding of content (Redish et al., 1998; Elby, 2001; Hammer and Elby, 2003; Perkins et al., 2005; Otero and Gray, 2008; Brewe et al., 2009; Moll and MilnerBolotin,…”
BackgroundInfluentialAnother reason that physics students learn by rote
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“both generally [13,14] and in the specific context of the physics lecture environment [15,16].”
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Turpen, C., & Finkelstein, N. D. (2010) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.6.020123 · Cited by 125
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“Also in the field of physics, the Maryland Physics Expectations Survey (MPEX) was designed to measure students’ cognitive expectations about “the process of learning physics and the structure of physics knowledge rather than about the content of physics itself” (Redish, Saul, & Steinberg, 1998).”
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Maknun, J. (2020) · International Education Studies · doi:10.5539/ies.v13n6p117 · Cited by 132
“This is in line with the opinion of Redish et al. (1998), which stated that learning physics has traditionally not helped students in developing scientific attitudes and in understanding its concepts.”
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“Redish, Saul, and Steinberg (1998) also focused on students’ beliefs about phy sics.”
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“This contributes to students developing a fragmented view of the content of introductory physics, where they see it more as a collection of topics, problems, and equations than as a unified body of knowledge [31,32].”
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“Fragmented courses are likely to support fragmented understanding (e.g., Redish et al., 1998; diSessa, 2002; Sternberg, 2003).”
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“In summary, over the course of these 10 minutes, Jim exhibits some common, previously documented behaviors: not seeking reconciliation between everyday experiences and formal mathematics, and favoring formal over everyday thinking (Hammer, 1994; Lising & Elby, 2005; Redish et al., 1998).”
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“Several survey tools have been developed for assessing students’ attitudes, such as Maryland Physics Expectations Survey (‘‘MPEX’’, Redish 1998) and Colorado Learning Attitudes about Science Survey (‘‘CLASS’’, Adams et al. 2006).”
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“In reference to traditionally taught physics, our results support previous findings, indicating that students’ attitudes and beliefs about physics shifted toward more novicelike after a semester of introductory instruction [1,2,17,36].”
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“Previous research in introductory physics, chemistry, and biology education has demonstrated that undergraduate students receiving traditional or active learning–style instruction often display negative shifts in their attitudes toward STEM (Redish et al., 1998; Perkins et al., 2005; Wieman, 2007; Semsar et al., 2011).”
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Self-citationHegde, B., & Meera, B. N. (2012) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.8.010109 · Cited by 71
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“In physics classrooms, instructors frequently encounter students with counterproductive expectations, such as the idea that physics is mostly about ‘‘finding the right equation to use’’ ([26], p.”
BackgroundDing, L. (2014) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.10.023101 · Cited by 64
Do evidence-based active-engagement courses reduce the gender gap in introductory physics?
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“In the past few decades, physics education research has identified challenges that students encounter in learning physics at all levels of instruction [1-7].”
Dou, R., Brewe, E. T., Potvin, G., Zwolak, J. P., & Hazari, Z. (2018) · International Journal of Science Education · doi:10.1080/09500693.2018.1488088 · Cited by 82
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“The splitting up of the problem into two parts—drawing the diagram and finding the numerical solution—may implicitly or explicitly distract the student from making coherent sense of the whole problem and cause them to use a formal algorithm which they do not see as coherent, but rather compulsory (e.g., Redish et al.,…”
BackgroundResultInfluentialThe future of physics education research: Intellectual challenges and practical concerns
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“In particular, many students in introductory physics courses express that they see equations as disconnected from physics concepts [8], [9], [12].”
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“The earliest surveys are the Maryland Physics Expectations Survey (MPEX) [6] and the Views about Science Survey (VASS) [20], with later work producing the Epistemological Beliefs Assessment for Physical Science (EBAPS) [21] and the Colorado Learning Attitudes about Science Survey (CLASS) [7].”
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BackgroundRecent advances in classroom physics
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Learning Each Other's Ropes: Negotiating Interdisciplinary Authenticity
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“6 The UMd-PERG’s previous research (Redish et al., 1998) had demonstrated that students often brought into introductory physics epistemological misconceptions: their expectations as to what kind of knowledge they were learning and what they had to do to learn it.”
BackgroundSelf-citation
Metadata
- Authors
- Redish, E. F., Saul, J. M., & Steinberg, R. N.
- Affiliations
- University of Maryland, College Park (US)
- Venue
- American Journal of Physics
- Published
- 1998-03-01
- Volume
- 66
- Issue
- 3
- Pages
- 212-224
- ISSN
- 0002-9505 (ISSN-L)
- 1943-2909
- OpenAlex
- W2061925588
- Cited by
- 693
- References
- 0
- Citations by year
- 2026: 5 · 2025: 16 · 2024: 18 · 2023: 34 · 2022: 27 · 2021: 27 · 2020: 50 · 2019: 32 · 2018: 31 · 2017: 40 · 2016: 39 · 2015: 29 · 2014: 41 · 2013: 44 · 2012: 33
- FWCI
- 47.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Journal of Physics (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Educational Methods and Outcomes
- Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
- Keywords
- student expectations, introductory physics, student attitudes toward science, calculus-based physics
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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