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How Are Learning Physics And Student Beliefs About Learning Physics Connected? Measuring Epistemological Self-Reflection In An Introductory Course And Investigating Its Relationship To Conceptual Learning

May, David B.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1030034022

Abstract Details

2002, Doctor of Philosophy, Ohio State University, Physics.
To explore students’ epistemological beliefs in a variety of conceptual domains in physics, and in a specific and novel context of measurement, this Dissertation makes use of Weekly Reports, a class assignment in which students reflect in writing on what they learn each week and how they learn it. Reports were assigned to students in the introductory physics course for honors engineering majors at The Ohio State University in two successive years. The Weekly Reports of several students from the first year were analyzed for the kinds of epistemological beliefs exhibited therein, called epistemological self-reflection, and a coding scheme was developed for categorizing and quantifying this reflection. The connection between epistemological self-reflection and conceptual learning in physics seen in a pilot study was replicated in a larger study, in which the coded reflections from the Weekly Reports of thirty students were correlated with their conceptual learning gains. Although the total amount of epistemological self-reflection was not found to be related to conceptual gain, different kinds of epistemological self-reflection were. Describing learning physics concepts in terms of logical reasoning and making personal connections were positively correlated with gains; describing learning from authority figures or by observing phenomena without making inferences were negatively correlated. Linear regression equations were determined in order to quantify the effects on conceptual gain of specific ways of describing learning. In an experimental test of this model, the regression equations and the Weekly Report coding scheme developed from the first year’s data were used to predict the conceptual gains of thirty students from the second year. The prediction was unsuccessful, possibly because these students were not given as much feedback on their reflections as were the first-year students. These results show that epistemological beliefs are important factors affecting the conceptual learning of physics students. Also, getting students to reflect meaningfully on their knowledge and learning is difficult and requires consistent feedback. Research into the epistemological beliefs of physics students in different contexts and from different populations can help us develop more complete models of epistemological beliefs, and ultimately improve the conceptual and epistemological knowledge of all students.
Gordon Aubrecht (Advisor)
209 p.
epistemological beliefs; physics; conceptual understanding; reflection; Physics Education Research

Recommended Citations

Citations

  • May, D. B. (2002). How Are Learning Physics And Student Beliefs About Learning Physics Connected? Measuring Epistemological Self-Reflection In An Introductory Course And Investigating Its Relationship To Conceptual Learning [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1030034022

    APA Style (7th edition)

  • May, David. How Are Learning Physics And Student Beliefs About Learning Physics Connected? Measuring Epistemological Self-Reflection In An Introductory Course And Investigating Its Relationship To Conceptual Learning. 2002. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1030034022.

    MLA Style (8th edition)

  • May, David. "How Are Learning Physics And Student Beliefs About Learning Physics Connected? Measuring Epistemological Self-Reflection In An Introductory Course And Investigating Its Relationship To Conceptual Learning." Doctoral dissertation, Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1030034022

    Chicago Manual of Style (17th edition)

osu1030034022
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© 2002, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.