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written by Dehui Hu, Benjamin M. Zwickl, Bethany R. Wilcox, and H. J. Lewandowski
This study examines students' reasoning surrounding seemingly contradictory Likert-scale responses within five items in the Colorado Learning Attitudes About Science Survey for Experimental Physics (E-CLASS). We administered the E-CLASS with embedded open-ended prompts, which asked students to provide explanations after making a Likert-scale selection. The quantitative scores on those items showed that our sample of the 216 students enrolled in first year and beyond first year physics courses demonstrated the same trends as previous national data. A qualitative analysis of students' open-ended responses was used to examine common reasoning patterns related to particular Likert-scale responses. When explaining responses to items regarding the role of experiments in confirming known results and also contributing to the growth of scientific knowledge, a common reasoning pattern suggested that confirming known results in a classroom experiment can help with understanding concepts. Thus, physics experiments contribute to students' personal scientific knowledge growth, while also confirming widely known results. Many students agreed that having correct formatting and making well-reasoned conclusions are the main goal for communicating experimental results. Students who focused on sections and formatting emphasized how it enables clear and efficient communication. However, very few students discussed the link between well-reasoned conclusions and effective scientific communication. Lastly, many students argued it was possible to complete experiments without understanding equations and physics concepts. The most common justification was that they could simply follow instructions to finish the lab without understanding.
Physical Review Physics Education Research: Volume 13, Issue 11, Pages 020134
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Metadata instance created May 28, 2019 by Bruce Mason
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AIP Format
D. Hu, B. Zwickl, B. Wilcox, and H. Lewandowski, Phys. Rev. Phys. Educ. Res. 13 (11), 020134 (2017), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.13.020134).
AJP/PRST-PER
D. Hu, B. Zwickl, B. Wilcox, and H. Lewandowski, Qualitative investigation of students’ views about experimental physics, Phys. Rev. Phys. Educ. Res. 13 (11), 020134 (2017), <https://doi.org/10.1103/PhysRevPhysEducRes.13.020134>.
APA Format
Hu, D., Zwickl, B., Wilcox, B., & Lewandowski, H. (2017, November 29). Qualitative investigation of students’ views about experimental physics. Phys. Rev. Phys. Educ. Res., 13(11), 020134. Retrieved August 24, 2019, from https://doi.org/10.1103/PhysRevPhysEducRes.13.020134
Chicago Format
Hu, D, B. Zwickl, B. Wilcox, and H. Lewandowski. "Qualitative investigation of students’ views about experimental physics." Phys. Rev. Phys. Educ. Res. 13, no. 11, (November 29, 2017): 020134, https://doi.org/10.1103/PhysRevPhysEducRes.13.020134 (accessed 24 August 2019).
MLA Format
Hu, Dehui, Benjamin Zwickl, Bethany Wilcox, and H. J. Lewandowski. "Qualitative investigation of students’ views about experimental physics." Phys. Rev. Phys. Educ. Res. 13.11 (2017): 020134. 24 Aug. 2019 <https://doi.org/10.1103/PhysRevPhysEducRes.13.020134>.
BibTeX Export Format
@article{ Author = "Dehui Hu and Benjamin Zwickl and Bethany Wilcox and H. J. Lewandowski", Title = {Qualitative investigation of students’ views about experimental physics}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {13}, Number = {11}, Pages = {020134}, Month = {November}, Year = {2017} }
Refer Export Format

%A Dehui Hu
%A Benjamin Zwickl
%A Bethany Wilcox
%A H. J. Lewandowski
%T Qualitative investigation of students' views about experimental physics
%J Phys. Rev. Phys. Educ. Res.
%V 13
%N 11
%D November 29, 2017
%P 020134
%U https://doi.org/10.1103/PhysRevPhysEducRes.13.020134
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Hu, Dehui
%A Zwickl, Benjamin
%A Wilcox, Bethany
%A Lewandowski, H. J.
%D November 29, 2017
%T Qualitative investigation of students' views about experimental physics
%J Phys. Rev. Phys. Educ. Res.
%V 13
%N 11
%P 020134
%8 November 29, 2017
%U https://doi.org/10.1103/PhysRevPhysEducRes.13.020134


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