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 401–500 of 694
El aprendizaje de la física y las matemáticas en contexto
Flores-García, S., Chávez-Pierce, J. E., Luna-González, J., et al. (2008) · CULCyT: Cultura Científica y Tecnológica · Cited by 5
Freshman engineering design: A new model content and pedagogy
Khalaf, K. A., Balawi, S., Hitt, G. W., et al. (2012) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon.2012.6201101 · Cited by 5
“Important information can be gained from examining individual dimensions of the survey, similar to the design and analysis done with MPEX survey [8] in physics education which is an inspiration for our survey.”
MethodAn Investigation of Introductory Physics Students Approach to Problem Solving
Walsh, L., Howard, R. G., & Bowe, B. W. (2007) · Arrow - TU Dublin (Technological University Dublin) · doi:10.21427/d75j08 · Cited by 5
“A large body of research in physics education has reiterated research from cognitive psychology, indicating that for students to develop an understanding of the conceptual nature of physics, education must first start with their prior conceptions (Roth 1990: Redish et al. 1998; Redish 2003).”
Improving the learning of thermal physics at university
Leinonen, R. (2014) · Nordic Studies in Science Education · doi:10.5617/nordina.816 · Cited by 5
Item response curve analysis of Likert scale on learning attitudes towards physics
Reyes, M. G., & Rakkapao, S. (2020) · European Journal of Physics · doi:10.1088/1361-6404/ab805c · Cited by 5
Rethinking the relationship between instructors and physics education researchers
Elby, A., & Yerdelen-Damar, S. (2020) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.16.020151 · Cited by 8
Validity of the physics affective characteristics scale for Flemish pharmacy and biology majors
Güngör, A., & Cock, M. D. (2021) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.17.010132 · Cited by 5
Analysis of Attitudes and Approaches to Problem Solving: Gender Differences and Education Levels
Haeruddin, H., Kamaluddin, K., Kade, A., & Pabianan, A. R. (2022) · Radiasi Jurnal Berkala Pendidikan Fisika · doi:10.37729/radiasi.v15i1.1816 · Cited by 5
“Students' attitudes and approaches to learning physics can have an impact on their learning outcomes [3], [4].”
BackgroundRiegler, P., Simon, A., Prochaska, M., Kautz, C., Bierwirth, R., Hagendorf, S., & Kortemeyer, G. (2016) · Physics Education · doi:10.1088/0031-9120/51/6/065014 · Cited by 5
Harper, K., Freuler, R. J., Brand, S., et al. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--5537 · Cited by 5
Who Needs To Learn Physics in the 21st Century--And Why?.
Redish, E. F. (2002) · Cited by 5
Self-citationHistory of physics: Outing the hidden curriculum?
Kortemeyer, G., & Westfall, C. (2009) · American Journal of Physics · doi:10.1119/1.3168974 · Cited by 5
Dalagan, A. M., & Mistades, V. M. (2010) · Atlas Journal of Science Education · doi:10.5147/ajse.v1i1.62 · Cited by 5
van der Veen, J. (2017) · SensePublishers eBooks · doi:10.1007/978-94-6300-875-4_2 · Cited by 5
Doing Positive Work: On student understanding of thermodynamics
Georgiou, H. (2013) · The Sydney eScholarship Repository (The University of Sydney) · Cited by 5
Evaluating and Extending a Novel Course Reform of Introductory Mechanics
Caballero, M. D. (2011) · Cited by 5
Krusberg, Z., & Ward, M. J. (2018) · arXiv (Cornell University) · doi:10.48550/arxiv.1804.05748 · Cited by 5
“Two surveys commonly used to measure students’ beliefs about physics, the Maryland Physics Expectations Survey (MPEX) and the Colorado Learning Attitudes about Science Survey (CLASS), both contain clusters of questions that assess students’ belief in a connection between their experiences inside and outside the physic…”
BackgroundComparing introductory physics and astronomy students’ attitudes and approaches to problem solving
Good, M. L., Mason, A., & Singh, C. (2018) · European Journal of Physics · doi:10.1088/1361-6404/aae35b · Cited by 4
Watson, E., & Thomas, G. P. (2024) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.20.010106 · Cited by 5
Design of science laboratory sessions with magnetic fluids
Fedina, O. V., Zakinyan, A. R., & Agibova, I. M. (2017) · International Journal of Mechanical Engineering Education · doi:10.1177/0306419017708644 · Cited by 4
“To analyse the statistical significance of the results, the data can be fitted to a binomial distribution.(21) If p and q are the percentages of students who answered favourably and unfavourably, respectively (ignoring neutral responses), then to fit a binomial distribution, the following normalization can be introduc…”
MethodDoucette, D., Clark, R., & Singh, C. (2022) · Canadian Journal of Physics · doi:10.1139/cjp-2021-0121 · Cited by 4
“Surveys such as the Colorado Learning Attitudes About Science Survey for Experimental Physics (E-CLASS) [18, 19] and the Maryland Physics Expectations Survey (MPEX) [20] have been used to evaluate changes in students’ expectations about physics and attitudes toward aspects of experimental physics.”
MethodBatlolona, J. R., Jamaludin, J., & Kalean, A. (2023) · Jurnal Pendidikan Fisika Indonesia · doi:10.15294/jpfi.v19i1.40325 · Cited by 4
Structured learning diary and epistemic beliefs predict academic achievement in higher education
Kivimäki, V. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1153618 · Cited by 4
Watson, E. (2021) · Alberta Journal of Educational Research · doi:10.55016/ojs/ajer.v67i1.56942 · Cited by 4
Equity investigation of attitudinal shifts in introductory physics
Traxler, A. L., & Brewe, E. T. (2015) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.11.020132 · Cited by 4
“A variety of studies now document student attitudes in introductory university physics [3,22,23] and the effects of students’ attitudes and epistemologies on their conceptual gains [22,24], use of content knowledge [25], and choice of courses and majors [24,26].”
A Critical Look at the Physics Education Research in Turkey and in the World
Kaltakci-Gurel, D., & Körhasan, N. D. (2018) · Bartın University Journal of Faculty of Education · doi:10.14686/buefad.403625 · Cited by 4
DeCoito, I., & Richardson, T. (2017) · IGI Global eBooks · doi:10.4018/978-1-5225-3417-4.ch023 · Cited by 4
Philosophical Perspectives on Engineering and Technology Literacy, I
Bassett, G. A., Blake, J. W., Carberry, A. R., Gravander, J. W., Grimson, W., Krupczak, J., Mina, M., & Riley, D. M. (2014) · Iowa State University Digital Repository (Iowa State University) · Cited by 4
Undergraduate student laboratory experience at the Synchrotron Radiation Center
Sahyun, S. C., Polak, J. M., & Moore, C. J. (2006) · American Journal of Physics · doi:10.1119/1.2335474 · Cited by 4
Probing student understanding of scientific thinking in the context of introductory astrophysics
Steinberg, R. N., Cormier, S., & Fernandez, A. (2009) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.5.020104 · Cited by 4
Self-citationUtilizing Constraint Graphs In High School Physics
Cowan, F. S., Gravitt, A., Llewellyn, D. C., et al. (2020) · doi:10.18260/1-2--11470 · Cited by 4
Assessing and fostering knowledge building inquiry and discourse
Chan, C., Lee, G., & vanAalst, J. (2001) · Cited by 4
Diagnostic tests for the physical sciences: A brief review
Bates, S. P., & Galloway, R. (2016) · New Directions in the Teaching of Physical Sciences · doi:10.29311/ndtps.v0i6.372 · Cited by 4
Initial study of neutral post-instruction responses on the Maryland Physics Expectation Survey
Saltzman, J., Price, M. F., & Rogers, M. B. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.013101 · Cited by 4
“The postinstruction favorable range reported is from 45% to 60% [4,5].”
BackgroundMethodResultInfluentialValidation of a survey to measure pre-service teachers’ sense of agency
Hull, M. M., Vormayr, K., & Uematsu, H. (2021) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1929/1/012085 · Cited by 4
Diagnostic tests for the physical sciences: A brief review
Bates, S. P., & Galloway, R. (2010) · New Directions in the Teaching of Physical Sciences · doi:10.11120/ndir.2010.00060010 · Cited by 4
Probing High School Physics Students' Views and Concerns about Learning Activities
Langley, D., & Eylon, B. (2006) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-005-3274-0 · Cited by 4
“This conclusion is shared by other research (e.g., Redish, Steinberg & Saul, 1998; Yerushalmi, 2001).”
BackgroundMethodResultInfluentialNeves, R., & Teodoro, V. D. (2013) · Repositório Institucional da Universidade Autónoma de Lisboa (Universidade Autónoma de Lisboa) · Cited by 3
Multidimensional Perceptions of Physics
Gökalp, M. S. (2018) · International Journal of Innovation in Science and Mathematics Education · Cited by 3
Professional Development (PD) Design for Undergraduate Physics Instruction
Şengül, Ö. (2018) · 美中教育评论：B · doi:10.17265/2161-6248/2018.05.002 · Cited by 3
Persson, J. R. (2016) · Uniped · doi:10.18261/issn.1893-8981-2016-01-04 · Cited by 3
Balawi, S., Khalaf, K. A., & Hitt, G. W. (2015) · Springer eBooks · doi:10.1007/978-3-319-15323-0_4 · Cited by 3
Moustafa, H. E.-D., Hegazi, I., KEMENADE, E. V., et al. (2012) · Data Archiving and Networked Services (DANS) · Cited by 3
The projectile tube experiment for improving high-school physics conceptual understanding
Rachniyom, S., Sujarittham, T., & Wuttiprom, S. (2019) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1380/1/012105 · Cited by 3
Neves, R., & Neves, M. C. (2020) · AIP conference proceedings · doi:10.1063/5.0026601 · Cited by 3
Mason, A. J. (2021) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.17.020124 · Cited by 4
“[27-28] A feedback survey that investigates students’ perceived relevance directly, as well as students’ achievement goals indirectly, was used to collect data”
BackgroundBalady, S., & Taylor, C. (2022) · Computer Science Education · doi:10.1080/08993408.2022.2129344 · Cited by 3
“In physics, this downward shift has been shown to happen over a variety of instruction styles (Adams et al., 2006; Redish et al., 1998), although more recent work aggregating the results of 24 previous studies found that teaching methods that focused on modeling or explicitly focused on changing…”
ResultPhysics Education Research and the Development of Active Learning Strategies in Introductory Physics
Sokoloff, D. R., & Yüksel, T. (2023) · doi:10.1063/9780735425477_023 · Cited by 3
Undergraduate Physics Self-Efficacy Measurement and Gender Influence
Ayoola, F. W. (2024) · Asian Journal of Education and Social Studies · doi:10.9734/ajess/2024/v50i31289 · Cited by 3
Oikonomou, A. V., & Savvas, I. Κ. (2025) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon62633.2025.11016576 · Cited by 4
Teachers’ Investigation of Students’ Self-Perceptions Regarding Physics Learning and Problem-Solving
Yerushalmi, E. (2005) · AIP conference proceedings · doi:10.1063/1.2084731 · Cited by 3
“Students' self-perceptions regarding learning [1,2] and problem solving in physics, as well as their selfesteem [3], affect their responsiveness to instruction intended to develop transfer skills.”
BackgroundAldalur, E. A., Zuza, K., & Guisasola, J. (2016) · Revista eureka sobre enseñanza y divulgación de las ciencias · doi:10.2526/1038 · Cited by 3
Nokes‐Malach, T. J., Kalender, Z. Y., Marshman, E., Schunn, C. D., & Singh, C. (2020) · Physics Education Research Conference (PERC) · doi:10.1119/perc.2019.pr.nokes-malach · Cited by 2
Pre-service biology, chemistry, and physics teachers’ expectations in science courses
Demirci, N., Kırbulut, Z. D., Bektaş, O., et al. (2010) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2010.03.971 · Cited by 3
Undergraduate Physics Course Innovations and Their Impact on Student Learning
Iverson, H. L., Briggs, D. C., Ruiz‐Primo, M. A., Talbot, R. M., III, Shepard, L. A., Sabella, M. S., Henderson, C., & Singh, C. (2009) · AIP conference proceedings · doi:10.1063/1.3266706 · Cited by 3
Smith, H. M., & Michelle, C. (2011) · Lincoln (University of Nebraska) · Cited by 3
Constructive alignment for deep learning: very short, argument-based laboratory reports
Kwan, A. (2015) · ResearchSpace (University of Auckland) · Cited by 3
de Ataíde, A. R. P., & Greca, I. M. (2013) · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Cited by 3
Öğrencilerin Problemleri Çözüm Süreçlerinin İpucu Destekli Problem Çözme Aracı ile Belirlenmesi
Toksoy, S. E., & Akdeniz, A. R. (2016) · Hacettepe University Journal of Education · doi:10.16986/huje.2016016668 · Cited by 3
Hannah, D. (2022) · Digital Archive @ GSU · doi:10.57709/1059113 · Cited by 3
Use of model analysis to analyse Thai students’ attitudes and approaches to physics problem solving
Rakkapao, S., & Prasitpong, S. (2017) · European Journal of Physics · doi:10.1088/1361-6404/aa935a · Cited by 4
Asorey, H., Nuñez, L. A., & Sarmiento‐Cano, C. (2018) · Revista Brasileira de Ensino de Física · doi:10.1590/1806-9126-rbef-2018-0092 · Cited by 3
“[30] Edward F Redish, Jeffery M Saul, and Richard N Steinberg.”
BackgroundEpistemology mediating conceptual knowledge: Constraints on data accessible from interviewsPreprint
Wittmann, M. C., & Scherr, R. E. (2002) · arXiv (Cornell University) · doi:10.48550/arxiv.physics/0207077 · Cited by 3
Thacker, B. A., Diaz, A., & Eligon, A. M. (2007) · arXiv (Cornell University) · doi:10.48550/arxiv.physics/0702247 · Cited by 3
Danielsson, A. (2007) · KTH Publication Database DiVA (KTH Royal Institute of Technology) · Cited by 3
Uniformity in physics courses and student diversity : A study of learning to participate in physics
Johansson, A. (2015) · KTH Publication Database DiVA (KTH Royal Institute of Technology) · Cited by 3
Attitudes about science and conceptual physics learning in university introductory physics courses
Milner‐Bolotin, M., Antimirova, T., Noack, A., & Petrov, A. (2023) · doi:10.32920/21977018.v1 · Cited by 3
Forsman, J. (2011) · KTH Publication Database DiVA (KTH Royal Institute of Technology) · Cited by 3
Interdisciplinary reasoning about energy in an introductory physics course for the life sciences
Dreyfus, B. W. (2014) · University Libraries (University of Maryland) · Cited by 3
Chambers, T. (2014) · UA Campus Repository (The University of Arizona) · Cited by 3
Mashood, K. K., & Chandrasekharan, S. (2024) · Routledge eBooks · doi:10.4324/9781003205647-35 · Cited by 2
Investigating gender and achievement level differences in epistemological beliefs in physics
Kaltakci-Gurel, D. (2025) · Physical Review Physics Education Research · doi:10.1103/n1gw-p1zj · Cited by 2
Ghimire, A., & Singh, C. (2025) · Education Sciences · doi:10.3390/educsci15121602 · Cited by 2
Toksoy, S. E., & Akdeniz, A. R. (2015) · TED EĞİTİM VE BİLİM · doi:10.15390/eb.2015.3817 · Cited by 2
Investigating the Validity of the MPEX Survey
Omasits, C. J. (2006) · AIP conference proceedings · doi:10.1063/1.2177044 · Cited by 2
“The choices are classified as either “favorable” or “unfavorable” by comparing them with the prevalent responses given by an expert control group [1].”
BackgroundInfluentialTHE EVOLUTION OF CURRICULUM ASSESSMENT WITHIN THE PHYSICS PROGRAM AT AMERICAN UNIVERSITY
Larkin, T., & Uscinski, J. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--22582 · Cited by 2
Harlow, D. B., Otero, V. K., Leak, A. E., Robinson, S. J., Price, E., & Goldberg, F. M. (2020) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.16.020155 · Cited by 2
Kim, H.-J., & Sungmin, I. M. (2021) · Asia-Pacific Science Education · doi:10.1163/23641177-bja10038 · Cited by 2
“Furthermore, there have been an increasing number of studies insisting that students’ beliefs might affect the cognitive process of learning (Gallagher, 1991; Songer & Linn, 1991; Lederman, 1992; Ryan & Aikenhead, 1992; Pomeroy, 1993; Hammer, 1994a; Redish et al., 1998; Tsai, 1998; Hogan, 1999).”
BackgroundExamination of undergraduate students’ physics expectations
Körhasan, N. D., & Çıtak, C. (2024) · European Journal of Physics · doi:10.1088/1361-6404/ad37e5 · Cited by 2
“Previous research showed that students ’ ideas about knowledge and learning of physics might in fl uence their learning approaches ( Hammer 1994, Redish et al 1998, Redish and Stein-berg 1999, Hammer and Elby 2003, Lising and Elby 2005, Ding 2014 ) and gaining the fundamental physics knowledge…”
InfluentialYerdelen-Damar, S., Saglam, H., & Korur, F. (2024) · International Journal of Science Education · doi:10.1080/09500693.2024.2371619 · Cited by 2
“Thus, they believe physics is relevant to real life (Redish et al., 1998).”
Rural and urban students’ attitudes toward physics: a comparative study using Rasch analysis
Ringo, S. S., Kuswanto, K., Samsudin, A., et al. (2021) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1806/1/012009 · Cited by 2
A descriptive framework for the problem -solving experiences of physics students
Savrda, S. L. (2007) · Journal of International Crisis and Risk Communication Research · Cited by 2
Plasticity: Resource Justification and Development
Sayre, E. C. (2007) · DigitalCommons (California Polytechnic State University) · Cited by 2
The development of the problem decomposition diagnostic
Domelen, V., & David, J. (2000) · OhioLink ETD Center (Ohio Library and Information Network) · Cited by 2
First Year Students' and Physics Teachers' Expectations in Learning Physics: Case Study in Thailand
Kritsadatan, N., & Wattanakasiwich, P. (2014) · International Journal of Innovation in Science and Mathematics Education · Cited by 2
Exploring Pre-Service Science Teacher Expectations on Learning Science
ÇELİK, A. Y., Bektaş, O., Celep, N. D., et al. (2014) · TED EĞİTİM VE BİLİM · doi:10.15390/eb.2014.1526 · Cited by 2
“…the questionnaire was analyzed and interpreted based on the 3- point Likert type scale - strongly disagree (1) and disagree (2) responses were tallied as “disagree”, undecided (3) was tallied as “neutral”, and agree (4) and strongly agree (5) responses were tallied as “agree” (Redish et al., 1998).”
BackgroundMethodResultInfluentialDevelopment and Application of High School Students' Physics Self-Efficacy
Mun, K., Mun, J., Shin, S., et al. (2014) · Journal of The Korean Association For Science Education · doi:10.14697/jkase.2014.34.7.0693 · Cited by 2
Making connections to the ‘real world’: a model building lesson
Horibe, S., & Underwood, B. (2009) · Physics Education · doi:10.1088/0031-9120/44/6/011 · Cited by 2
“Unfortunately, it is common for a large percentage of students to share a typical view of the discipline—seeing physics as unimportant to the real world, a trend that even seems to worsen after instruction (Redish et al 1998, Kortemeyer 2007).”
BackgroundRibotta, S. L., Pesetti, M. I., & Pereyra, S. N. (2009) · Formación universitaria · doi:10.4067/s0718-50062009000500004 · Cited by 2
Carifio, J., & Doherty, M. (2012) · Journal of Education and Learning · doi:10.5539/jel.v1n2p268 · Cited by 2
“For as yet unclear reasons, it should be noted, IE approaches to teaching Physics result in student attitudes towards science becoming significantly more negative (Crouch et al., 2007; Hestenes, & Halloun, 1995; Redish et al., 1998; Adams et al., 2006; and Otero & Gray, 2008).”
BackgroundChemistry online in a constructivist environment
Molphy, M., & Pocknee, C. (2024) · Swinburne figshare (Swinburne University of Technology) · doi:10.25916/sut.26287084 · Cited by 2
LEARNING OF PHYSICS, BELIEFS AND ATTITUDES OF STUDENTS OF ENGINEERING, AN EDUCATIONAL INTERVENTION
Rodríguez, S., Ley, C. E. M., Garde, E. A., & Díaz, M. H. R. (2016) · INTED proceedings · doi:10.21125/inted.2016.1632 · Cited by 2
‘Critical details’ and physics teaching
van Aalst, J. (2005) · Canadian Journal of Science Mathematics and Technology Education · doi:10.1080/14926150509556670 · Cited by 2
Lin, J., Romero, M., Binzley, J., et al. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--22231 · Cited by 2
DeCoito, I., & Richardson, T. (2017) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-2525-7.ch007 · Cited by 2
Flohic, H. M. L. G. (2018) · Journal of Astronomy & Earth Sciences Education (JAESE) · doi:10.19030/jaese.v4i2.10126 · Cited by 2
Yüksel, T., & Erümit, B. A. (2020) · Hacettepe University Journal of Education · doi:10.16986/huje.2020062388 · Cited by 2
Georgiou, H., & Sharma, M. D. (2021) · COSMOS · doi:10.1142/s2591722621400081 · Cited by 2
A critical examination of "expert-like" in physics education research
Phillips, A. M., & O’Donnell, C. (2021) · Physics Education Research Conference (PERC) · doi:10.1119/perc.2021.pr.phillips · Cited by 2
“Shortly afterwards, the Maryland Physics Expectation Survey (MPEX) [71] was designed to quantitatively study the phenomena qualitatively described by Hammer [59].”
BackgroundMethodInfluentialSuárez, Á., Baccino, D., Monteiro, M., et al. (2022) · Revista Mexicana de Física E · doi:10.31349/revmexfise.19.020207 · Cited by 2
“The questionnaires result from a design and validation process that includes repeated interactions with experts [2, 3].”
BackgroundInfluential
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
