Adaptación y aplicación del cuestionario CLASS (Colorado Learning Attitudes about Science Survey) para la valoración de actitudes y creencias científicas en alumnos de enseñanza secundaria y universitaria

2015 ◽  
Vol 18 (4) ◽  
pp. 239
Author(s):  
J. Argüelles ◽  
C. Perillán ◽  
P. Núñez
Keyword(s):  
Learning Attitudes ◽  
Attitudes About Science

scholarly journals Incorporating Physics Principles in General Biology to Promote Integrative Learning and Thinking

2021 ◽  
Vol 2 (1) ◽  
pp. 1-19
Author(s):  
Tennille D. Presley ◽  
Noelle A. Harp ◽  
Latrise S. Holt ◽  
Destini Samuel ◽  
Jill JoAnn Harp
Keyword(s):  
American Association ◽  
Integrative Learning ◽  
General Biology ◽  
Learning Attitudes ◽  
Powerful Approach ◽  
Biology I ◽  
Attitudes About Science ◽  
Biological Concepts ◽  
Study Support ◽  
Students Attitudes

Students often struggle to identify correlations among various concepts in STEM courses, such as energy, mechanics, and cellular communication. Integrative learning incorporates numerous concepts and subjects to aid understanding and enhance critical thinking. This research describes an integrative learning approach in a General Biology I course where key physics-based concepts that are connected to biological topics were emphasized. In addition, students’ knowledge and their beliefs towards biology in all General Biology I classes were assessed using American Association of Colleges and Universities’ Integrative Learning VALUE Rubric and the Colorado Learning Attitudes about Science Survey (CLASS). It was found that correlations existed between students’ attitudes towards biology and their overall content knowledge. The results of this study support that integrative learning is a powerful approach to aid in the understanding of physical and biological concepts, leading to improved student success.

scholarly journals Incorporating Physics Principles in General Biology to Promote Integrative Learning and Thinking

2021 ◽  
Vol 2 (1) ◽  
pp. 0-0
Keyword(s):  
American Association ◽  
Integrative Learning ◽  
General Biology ◽  
Learning Attitudes ◽  
Powerful Approach ◽  
Biology I ◽  
Attitudes About Science ◽  
Biological Concepts ◽  
Study Support ◽  
Students Attitudes

Students often struggle to identify correlations among various concepts in STEM courses, such as energy, mechanics, and cellular communication. Integrative learning incorporates numerous concepts and subjects to aid understanding and enhance critical thinking. This research describes an integrative learning approach in a General Biology I course where key physics-based concepts that are connected to biological topics were emphasized. In addition, students’ knowledge and their beliefs towards biology in all General Biology I classes were assessed using American Association of Colleges and Universities’ Integrative Learning VALUE Rubric and the Colorado Learning Attitudes about Science Survey (CLASS). It was found that correlations existed between students’ attitudes towards biology and their overall content knowledge. The results of this study support that integrative learning is a powerful approach to aid in the understanding of physical and biological concepts, leading to improved student success.

scholarly journals The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology

2011 ◽  
Vol 10 (3) ◽  
pp. 268-278 ◽  
Author(s):  
Katharine Semsar ◽  
Jennifer K. Knight ◽  
Gülnur Birol ◽  
Michelle K. Smith
Keyword(s):  
Problem Solving ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Introductory Physics ◽  
Student Responses ◽  
Learning Attitudes ◽  
Attitudes About Science ◽  
Problem Solving Strategies ◽  
Biology Courses ◽  
Consensus Expert

This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology.

scholarly journals A Comparison between Public School Teachers and Remedial Class Teachers’ Attitude toward Physics Learning

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Yubin Xu ◽  
Zixin Xiao ◽  
Guangtian Zhu
Keyword(s):  
Public Schools ◽  
Problem Solving ◽  
East Asian ◽  
Public School Teachers ◽  
Asian Countries ◽  
School Teachers ◽  
Physics Learning ◽  
Physics Teachers ◽  
Learning Attitudes ◽  
Attitudes About Science

Many students in east-Asian countries study physics in not only public schools but also remedial classes. We survey 42 school teachers and 41 remedial class teachers with the Colorado Learning Attitudes about Science Survey (CLASS). In this paper, we discuss the CLASS results from the two types of physics teachers. We also demonstrate the possible factors that attribute to the school teachers and remedial class teachers’ significant different attitudes toward problem-solving confidence.

scholarly journals Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about Science Survey

2008 ◽  
pp. 718-721
Author(s):  
K. K. Perkins ◽  
W. K. Adams ◽  
S. J. Pollock ◽  
N. D. Finkelstein ◽  
C. E. Wieman
Keyword(s):  
Student Learning ◽  
Student Beliefs ◽  
Learning Attitudes ◽  
Attitudes About Science

scholarly journals Splits in students’ beliefs about learning classical and quantum physics

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Benjamin W. Dreyfus ◽  
Jessica R. Hoehn ◽  
Andrew Elby ◽  
Noah D. Finkelstein ◽  
Ayush Gupta
Keyword(s):  
Epistemological Beliefs ◽  
Quantum Physics ◽  
Domain Specificity ◽  
Field Surveys ◽  
Classical Physics ◽  
Physics Students ◽  
Learning Attitudes ◽  
Modern Physics ◽  
Attitudes About Science ◽  
Survey Responses

Abstract Background While there has been increasing recognition of the importance of attending to students’ views about what counts as knowing and learning a STEM field, surveys that measure these “epistemological” beliefs are often used in ways that implicitly assume the fields, e.g., “physics,” to be a single domain about which students might have sophisticated or naïve beliefs. We demonstrate this is not necessarily the case and argue for attending to possible differences in students’ epistemological beliefs across different sub-domains of physics. In modern physics and quantum mechanics courses for engineering and physics students, we administered a set of modified Colorado Learning Attitudes about Science Survey (CLASS) items. Each selected item was turned into two items, with the word “physics” changed to “classical physics” in one and “quantum physics” in the other. Results We found significant splits between students’ survey responses about classical vs. quantum physics on some items, both pre- and post-instruction. In classical physics, as compared to quantum physics, students were more likely to report the salience of real-world connections and the possibility of combining mathematical and conceptual reasoning during problem solving. Conclusions These findings suggest that attending to sub-domain specificity of students’ beliefs about physics can be fruitful and ought to influence our instructional choices.

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