The DOI matches its Crossref record.
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Citations
Cited by
Sorted by citations
Items 201–300 of 694
Bowen, R. S., Flaherty, A. A., & Cooper, M. M. (2022) · Chemistry Education Research and Practice · doi:10.1039/d2rp00010e · Cited by 26
El abandono universitario: variables, marcos de referencia y políticas de calidad.
Rué, J. (2014) · REDU Revista de Docencia Universitaria · doi:10.4995/redu.2014.5649 · Cited by 25
“Redish et al. (1998) concluyen que los cursos introductorios de física que ellos estudiaron tenían requerimientos ocultos en relación con las estrategias de aprendizaje, unos requerimientos no conscientes, pero establecidos involuntariamente (por los docentes) a través de su forma de enseñar y del…”
BackgroundShen, J. (2009) · Journal of Science Education and Technology · doi:10.1007/s10956-009-9183-1 · Cited by 29
“not work to resolve conflicts in their own reasoning (diSessa et al. 2002; Redish et al. 1998).”
BackgroundHow Students Use Physics to Reason About Calculus Tasks
Marrongelle, K. A. (2004) · School Science and Mathematics · doi:10.1111/j.1949-8594.2004.tb17997.x · Cited by 29
The Effects of Student’s Attitudes and Self-Efficacy on Science Achievement
Roebianto, A. (2020) · JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) · doi:10.15408/jp3i.v9i1.14490 · Cited by 24
Investigating students’ views of experimental physics in German laboratory classes
Teichmann, E., Lewandowski, H. J., & Alemani, M. (2022) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.18.010135 · Cited by 24
Şahin, M. (2009) · The International Journal of Environmental and Science Education · Cited by 24
Blending Physical Knowledge with Mathematical Form in Physics Problem Solving
Eichenlaub, M., & Redish, E. F. (2019) · Springer eBooks · doi:10.1007/978-3-030-04627-9_6 · Cited by 33
Self-citationBalta, N., Mason, A. J., & Singh, C. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.010129 · Cited by 40
Stimulated recall interviews for describing pragmatic epistemology
Shubert, C. W., & Meredith, D. C. (2015) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.11.020138 · Cited by 23
“Within PER there are at least three significant surveys that probe epistemological beliefs: Maryland Physics Expectations Survey (MPEX) [14], Views About Science Survey (VASS) [26], and Colorado Learning Attitudes about Science Survey (C-LASS) [13].”
BackgroundZhang, P., Ding, L., & Mazur, E. (2017) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.113.010104 · Cited by 23
Gök, T. (2018) · DergiPark (Istanbul University) · Cited by 23
Restructuring Introductory Physics by Adapting an Active Learning Studio Model
Gatch, D. B. (2010) · International Journal for the Scholarship of Teaching and Learning · doi:10.20429/ijsotl.2010.040214 · Cited by 22
Babu, R., & Singh, R. (2013) · Journal of Information Technology Education Research · doi:10.28945/1752 · Cited by 22
Same old problem, new name? Alerting students to the nature of the problem-solving process
Yerushalmi, E., & Magen, E. (2006) · Physics Education · doi:10.1088/0031-9120/41/2/007 · Cited by 22
How conceptual blends support sensemaking: A case study from introductory physics
Odden, T. O. B. (2021) · Science Education · doi:10.1002/sce.21674 · Cited by 22
Taşlıdere, E., & Yıldırım, B. (2022) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-022-10319-w · Cited by 25
“This result seems to be contradictory, but similar results also exist indicating the increase of misconception rates even after treatments in the related literature (Çepni & Şahin, 2012; Chu et al., 2009; Fetherstonhaugh & Treagust, 1992; Manunure et al., 2020; Redish et al., 1998).”
BackgroundResultWhat can we learn from PER: Physics Education Research?
Singh, C. (2014) · The Physics Teacher · doi:10.1119/1.4902211 · Cited by 21
Longitudinal Study of Student Attitudes in a Biology Program
Hansen, M. J., & Bírol, G. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.13-06-0124 · Cited by 21
“, 2011), physics (Redish et al., 1998; Adams et al., 2006), statistics (Besterfield-Sacre et al.”
Toward instructional design principles: Inducing Faraday’s law with contrasting cases
Kuo, E., & Wieman, C. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.010128 · Cited by 21
“A common theme between many PER-based instructional efforts has been the explicitly stated goal of better fostering coherence of physics knowledge [5,17,20,22,23].”
BackgroundBennett, D., Roberts, L. D., & Creagh, C. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.010120 · Cited by 20
“constructivist set of attitudes in the first term of university physics” [[44], p.”
BackgroundInformal physics learning from video games: a case study using gameplay videos
Croxton, D., & Kortemeyer, G. (2017) · Physics Education · doi:10.1088/1361-6552/aa8eb0 · Cited by 21
Yang, F., Bhagat, K. K., & Cheng, C.-H. (2019) · International Journal of Science Education · doi:10.1080/09500693.2019.1606960 · Cited by 21
Using computational essays to scaffold professional physics practice
Odden, T. O. B., & Malthe‐Sørenssen, A. (2020) · European Journal of Physics · doi:10.1088/1361-6404/abb8b7 · Cited by 21
“However, we did not use any sort of standardized pre/post assessment to measure either student conceptual gains [36] or attitudinal shifts [37, 38].”
MethodMarshman, E., DeVore, S., & Singh, C. (2020) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.16.020108 · Cited by 24
Attitudes Toward Problem Solving as Predictors of Student Success
Cummings, K. (2004) · AIP conference proceedings · doi:10.1063/1.1807272 · Cited by 21
“"Problem solving" in physics basically means matching problems with the correct equations and hen substituting values to get a number.[1] t”
BackgroundMethodInfluentialToward better physics labs for future biologists
Moore, K., Giannini, J. P., & Losert, W. (2014) · American Journal of Physics · doi:10.1119/1.4870388 · Cited by 21
Research-based assessment affordances and constraints: Perceptions of physics faculty
Madsen, A., McKagan, S. B., Martinuk, M. S., Bell, A., & Sayre, E. C. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.010115 · Cited by 21
“Some faculty were aware of surveys of attitudes about learning physics, such as the Colorado Learning Attitudes about Science Survey (CLASS) [21] and the Maryland Physics Expectations survey (MPEX) [22].”
BackgroundStudents’ implicit epistemologies when working at the intersection of engineering and the arts
Cruz, J., Bruhis, N., Kellam, N. N., et al. (2021) · International Journal of STEM Education · doi:10.1186/s40594-021-00289-w · Cited by 20
“” Two other studies (Halloun & Hestenes, 1998; Redish et al., 1998) use terminology to designate novice versus expert understandings of physics.”
BackgroundFrom F = ma to Flying Squirrels: Curricular Change in an Introductory Physics Course
O’Shea, B. W., Terry, L., & Benenson, W. (2013) · CBE—Life Sciences Education · doi:10.1187/cbe.12-08-0127 · Cited by 22
“We administered two standard physics education research instruments—the Force Concept Inventory (FCI; Halloun and Hestenes, 1985a,b) and the Maryland Physics Expectations Survey (MPEX; Redish et al., 1997, 1998)—as both pre- and posttests during the first semester of the course sequence.”
MethodLeinonen, R., Asikainen, M. A., & Hirvonen, P. E. (2011) · Research in Science Education · doi:10.1007/s11165-011-9239-0 · Cited by 21
“Even the best student interviewed, David, used inaccurate expressions without noticing their inaccuracy, which indicates that he must also have a certain degree of inconsistency in his knowledge structure ( Redish et al. 1998 ).”
BackgroundInfluentialExtending item response theory to online homework
Kortemeyer, G. (2014) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.10.010118 · Cited by 20
“Students often begin a new course with good intentions and high scores in the diligence cluster of epistemological surveys, only to have these good intentions fall by the wayside as the semester progresses [15].”
BackgroundDūda, G., & Garrett, K. (2008) · American Journal of Physics · doi:10.1119/1.2967707 · Cited by 20
Carberry, A. R., Ohland, M., & Swan, C. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--15693 · Cited by 23
“[25-28] Again the problem of consistency of dimensions persisted among the purely quantitative studies.”
Mylott, E., Kutschera, E., Dunlap, J. C., Christensen, W. M., & Widenhorn, R. (2015) · Journal of Science Education and Technology · doi:10.1007/s10956-015-9588-y · Cited by 19
“The impact of physics instruction on student attitudes has been notoriously poor for introductory courses (Gouvea et al. 2013; Moore and Foy 1997; Redish and Steinberg 1998; Adams et al. 2006).”
BackgroundUden, L., Sulaiman, F. B., Ching, G. S., & Rosales, J. J. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1136246 · Cited by 47
“CLASS was developed based on the Maryland Physics Expectation Survey (MPEX) (Redish et al., 1998) and the Views about Science Survey (VASS) (Halloun and Hestenes, 1996).”
MethodHow, Where, And When Do Students Experience Meaningful Learning?
Andrews, D., van Lieshout, E., & Kaudal, B. B. (2023) · International Journal of Innovation in Science and Mathematics Education · doi:10.30722/ijisme.31.03.003 · Cited by 47
Seaton, D. T., Kortemeyer, G., Bergner, Y., Rayyan, S., & Pritchard, D. E. (2014) · American Journal of Physics · doi:10.1119/1.4901189 · Cited by 21
Problem-based learning: undergraduate physics by research
Raine, D. J., & Symons, S. L. (2011) · Contemporary Physics · doi:10.1080/00107514.2011.615162 · Cited by 19
de Mul, F. F. M., Batlle, C. M. I., de Bruijn, I., et al. (2003) · European Journal of Physics · doi:10.1088/0143-0807/25/1/008 · Cited by 19
Assessing gender differences in response system questions for an introductory physics course
Richardson, C. T., & O’Shea, B. W. (2013) · American Journal of Physics · doi:10.1119/1.4773562 · Cited by 19
The Effect of PowerPoint and Traditional Lectures on Students' Achievement in Physics
Fen, T. (2011) · Cited by 19
Steinberg, R. N., & Cormier, S. (2013) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.9.020111 · Cited by 19
Self-citationThe pursuit of a “better” explanation as an organizing framework for science teaching and learning
Papadouris, N., Vokos, S., & Constantinou, C. P. (2017) · Science Education · doi:10.1002/sce.21326 · Cited by 19
Nair, A., & Sawtelle, V. (2019) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.15.020121 · Cited by 22
“• Future Career: Students reporting that the physics they have learned will be of use in their planned future career [4, 21, 22]”
BackgroundResultInfluentialVirtual and remote labs in higher education distance learning of physical and engineering sciences
Karakasidis, T. E. (2013) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon.2013.6530198 · Cited by 19
“More generally, the implementation of experiments is considered important since it introduces students to the way of work of scientists and engineers [2-3].”
BackgroundResearch-based assessment affordances and constraints: Perceptions of physics faculty
Madsen, A., McKagan, S. B., Martinuk, M. S., Bell, A., & Sayre, E. C. (2016) · K-State Research Exchange (Kansas State University) · Cited by 17
Are Most People Too Dumb for Physics?
Lasry, N., Finkelstein, N. D., & Mazur, E. (2009) · The Physics Teacher · doi:10.1119/1.3225498 · Cited by 18
Schwarz, C. E., DeGlopper, K. S., Greco, N. C., Russ, R. S., & Stowe, R. L. (2024) · Science Education · doi:10.1002/sce.21914 · Cited by 19
Diagnosing alternative conceptions of Fermi energy among undergraduate students
Sharma, S., & Ahluwalia, P. K. (2012) · European Journal of Physics · doi:10.1088/0143-0807/33/4/883 · Cited by 18
Yerdelen-Damar, S., & Eryılmaz, A. (2019) · Research in Science Education · doi:10.1007/s11165-018-9807-7 · Cited by 21
Balta, N., & Asikainen, M. A. (2019) · Journal of Technology and Science Education · doi:10.3926/jotse.666 · Cited by 18
Deutschsprachige Verfahren der Erfassung von epistemologischen Überzeugungen
Priemer, B. (2006) · Pedocs (German Institute for International Educational Research) · doi:10.25656/01:31619 · Cited by 20
Papadouris, N., & Constantinou, C. P. (2017) · International Journal of Science Education · doi:10.1080/09500693.2017.1299950 · Cited by 18
Splits in students’ beliefs about learning classical and quantum physics
Dreyfus, B. W., Hoehn, J. R., Elby, A., Finkelstein, N. D., & Gupta, A. K. (2019) · International Journal of STEM Education · doi:10.1186/s40594-019-0187-y · Cited by 17
Why is physics hard? Unpacking students’ perceptions of physics
Bray, A., & Williams, J. A. (2020) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1512/1/012002 · Cited by 17
Kontro, I., & Buschhüter, D. (2020) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.16.020104 · Cited by 17
Lasry, N., Charles, E. S., & Whittaker, C. (2016) · American Journal of Physics · doi:10.1119/1.4955150 · Cited by 17
Analisis Hubungan antara Sikap Penyelesaian Soal dan Hasil Belajar Mahasiswa Calon Guru Fisika
Hamdani, H., Mursyid, S., Sirait, J., et al. (2017) · Jurnal Penelitian & Pengembangan Pendidikan Fisika · doi:10.21009/1.03205 · Cited by 17
Chen, L., Xu, S.-R., Xiao, H., et al. (2019) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.15.010106 · Cited by 17
Reddy, L. (2020) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/7802 · Cited by 17
“In this respect, it might be worthwhile mentioning that student’ beliefs about learning physics to be different from the way both novices and experts perceive it (Redish et al., 1998).”
BackgroundAmetepe, J. D., & Khan, N. (2021) · Physics Education · doi:10.1088/1361-6552/ac266f · Cited by 24
Assessing Students’ Attitudes In A College Physics Course In Mexico
GARZA, J., Alarcón, H., Singh, C., et al. (2010) · AIP conference proceedings · doi:10.1063/1.3515178 · Cited by 17
“One factor that makes this test different from others similar like MPEX [3], is that the categories were created statistically during its validation and not defined a priori by the group of experts.”
BackgroundA Cross Discipline Study of Reformed Teaching by University Science and Mathematics Faculty
Flick, L. B., Sadri, P., Morrell, P. D., Wainwright, C. L., & Schepige, A. C. (2009) · School Science and Mathematics · doi:10.1111/j.1949-8594.2009.tb18258.x · Cited by 17
How College-Level Introductory Instruction Can Impact Student Epistemological Beliefs
Ding, L., & Mollohan, K. N. (2015) · The journal of college science teaching · doi:10.2505/4/jcst15_044_04_19 · Cited by 17
Developing model-making and model-breaking skills using direct measurement video-based activities
Vonk, M. T., Bohacek, P., Militello, C., & Iverson, E. (2017) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.13.020106 · Cited by 17
“While instructors expect their students to do that automatically, the research shows that students’ ability to link their learning to the real world often decreases throughout their introductory physics courses [47,48].”
BackgroundAstronomy And Science Student Attitudes (ASSA): A Short Review And Validation Of A New Instrument
Bartlett, S., Fitzgerald, M. T., McKinnon, D. H., et al. (2018) · Journal of Astronomy & Earth Sciences Education (JAESE) · doi:10.19030/jaese.v5i1.10190 · Cited by 17
The effects of a concept-construction lab course on FCI performance
Domelen, D. J. V., & Heuvelen, A. V. (2002) · American Journal of Physics · doi:10.1119/1.1377284 · Cited by 17
Airey, J. (2006) · KTH Publication Database DiVA (KTH Royal Institute of Technology) · Cited by 17
Laboratory-tutorial activities for teaching probability
Wittmann, M., Morgan, J. T., & Feeley, R. E. (2006) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.2.020104 · Cited by 16
Chang, W., Jones, A., & Künnemeyer, R. (2002) · Research Commons (University of Waikato) · Cited by 16
engineering Design eDUCAtiOn: when, what, And HO w
Khalaf, K. A., Balawi, S., Hitt, G. W., & Radaideh, A. (2013) · AEE Journal · Cited by 19
Epistemological progress in physics and its impact on biology
Gouvea, J. S., Sawtelle, V., & Nair, A. (2019) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.15.010107 · Cited by 16
Bhansali, A., & Sharma, M. D. (2020) · International Journal of Innovation in Science and Mathematics Education · doi:10.30722/ijisme.27.09.003 · Cited by 16
Teaching Introductory Physics with an Environmental Focus
Martinuk, M. S., Moll, R., & Kotlicki, A. (2010) · The Physics Teacher · doi:10.1119/1.3479725 · Cited by 17
Brief, embedded, spontaneous metacognitive talk indicates thinking like a physicist
Sayre, E. C., & Irving, P. W. (2015) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.11.020121 · Cited by 18
“[55] E F Redish Saul, J.”
Ding, L., & Zhang, P. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.020137 · Cited by 19
Willoughby, S., & Johnson, K. A. (2017) · American Journal of Physics · doi:10.1119/1.4979654 · Cited by 11
Student epistemological framing on paper-based assessments
Shar, K., Russ, R. S., & Laverty, J. T. (2020) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.16.020101 · Cited by 17
Sawtelle, V., Brewe, E. T., & Kramer, L. H. (2009) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.5.023101 · Cited by 15
Do low-tech active-learning exercises influence biomechanics student’s epistemology of learning?
Knudson, D. V. (2019) · Sports Biomechanics · doi:10.1080/14763141.2019.1682650 · Cited by 15
Examining the Impact of Student Expectations on Undergraduate Biology Education ReformPreprint
Hall, K. L., Watkins, J., Coffey, J. E., et al. (2011) · arXiv (Cornell University) · doi:10.48550/arxiv.1105.6349 · Cited by 15
Self-citationInvestigative Science Learning Environment
Etkina, E., Brookes, D. T., & Planinsic, G. (2019) · Morgan & Claypool Publishers eBooks · doi:10.1088/2053-2571/ab3ebd · Cited by 14
Kontur, F. J., Harpe, K. D. L., & Terry, N. (2015) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.11.010105 · Cited by 14
Reliability, compliance, and security in web-based course assessments
Bonham, S. W. (2008) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.4.010106 · Cited by 14
Introductory physics going soft
Langbeheim, E., Livne, S., Safran, S. A., et al. (2011) · American Journal of Physics · doi:10.1119/1.3647995 · Cited by 14
Wallace, C. S., Prather, E. E., & Mendelsohn, B. M. (2013) · Astronomy Education Review · doi:10.3847/aer2012042 · Cited by 14
Effects of two different types of physics learning on the results of CLASS test
Marušić, M., & Sliško, J. (2012) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.8.010107 · Cited by 14
“Redish et al. [4] found students’ overall MPEX scores deteriorated rather than becoming more expertlike during a period of one semester of introductory physics.”
BackgroundResultBARNES, G. R., Cerrito, P. B., & Levi, I. (2004) · The Journal of General Education · doi:10.1353/jge.2004.0017 · Cited by 14
“A number of survey instruments have been developed to examine student perceptions (Ramsden, 1981; Voeller et al., 1982; Schonwetter et al., 1993; Redish et al., 1998).”
BackgroundAssessing college students' retention and transfer from calculus to physics
Cui, L. (2006) · K-State Research Exchange (Kansas State University) · Cited by 14
Yerdelen-Damar, S., & Elby, A. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.010118 · Cited by 13
“Sample MPEX2 items include Tamara just read something in her physics textbook that seems to disagree with her own experiences.”
BackgroundMethodInfluentialInstructional Strategies that Foster Effective Problem-Solving
Singh, C., Maries, A., Heller, K., & Heller, P. M. (2023) · doi:10.1063/9780735425477_017 · Cited by 28
Developing and Assessing Curriculum on the Physics of Medical Instruments
Christensen, W. M., Johnson, J., Ness, G. R. V., et al. (2013) · CBE—Life Sciences Education · doi:10.1187/cbe.12-09-0142 · Cited by 13
“A number of instruments have been developed to assess aspects of students’ attitudes and ideas toward science and science learning, for example, the Maryland Physics Expectations Survey—MPEX (Redish et al., 1998), the Epistemologicial Beliefs Assessment for Physical Science—EBAPS (Elby, 2001), and the Views About Scie…”
InfluentialMarušić, M., & Sliško, J. (2015) · European Journal Of Physics Education · doi:10.20308/ejpe.15333 · Cited by 13
“Well-known surveys for probing student beliefs about the physical sciences and their learning, like MPEX (Redish et al., 1998), VASS (Halloun & Hestenes, 1998), EBAPS (White et al., 1999), and CLASS (Adams et al., 2006), insufficiently analyse the aspect of students' attitudes towards the…”
BackgroundInfluentialInquiry-based course in physics and chemistry for preservice K-8 teachers
Loverude, M. E., Gonzalez, B. L., & Nanes, R. (2011) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.7.010106 · Cited by 13
Wutchana, U., & Emarat, N. (2011) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.7.010111 · Cited by 13
Cognitive Science Research Can Improve Undergraduate STEM Instruction
Henderson, C., Mestre, J. P., & Slakey, L. L. (2015) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732215601115 · Cited by 13
“…1986), (c) turn away many capable students who find these courses dull and unwelcoming (National Science Foundation, 1996; Seymour & Hewitt, 1997; Tobias, 1990), and (d) misrepresent the processes of science (Halloun & Hestenes, 1998; Lawson, 1985; Redish, Saul, & Steinberg, 1998).”
BackgroundShaping Attitudes Toward Science in an Introductory Astronomy Course
Wittman, D. (2009) · The Physics Teacher · doi:10.1119/1.3264591 · Cited by 13
Herrera, C. F., Martínez, J. J., Orús, C., et al. (2017) · Studies in Higher Education · doi:10.1080/03075079.2017.1366437 · Cited by 13
“Redish, Saul, and Steinberg (1998) also reveal that the learner’s expectations of a teaching activity determine their response towards it.”
BackgroundTwo-phase study examining perspectives and use of quantitative methods in physics education research
Knaub, A. V., Aiken, J. M., & Ding, L. (2019) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.15.020102 · Cited by 13
“A multiple choice assessment designed to measure student beliefs and attitudes towards physics, including how they approach studying in the course and whether they think physics is relevant to them [30].”
Background
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 ›
Are you an author, or do you see a problem with this page? Request a review
