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Extending Positive CLASS Results Across Multiple Instructors and Multiple Classes of Modeling Instruction
Physical Review Physics Education Research
  • Eric Brewe
  • Adrienne L. Traxler, Wright State University - Main Campus
  • Jorge de la Garza
  • Laird H. Kramer
Document Type
Article
Publication Date
1-1-2013
Abstract
We report on a multiyear study of student attitudes measured with the Colorado Learning Attitudes about Science Survey in calculus-based introductory physics taught with the Modeling Instruction curriculum. We find that five of six instructors and eight of nine sections using Modeling Instruction showed significantly improved attitudes from pre- to postcourse. Cohen’s d effect sizes range from 0.08 to 0.95 for individual instructors. The average effect was d = 0.45, with a 95% confidence interval of (0.26–0.64). These results build on previously published results showing positive shifts in attitudes from Modeling Instruction classes. We interpret these data in light of other published positive attitudinal shifts and explore mechanistic explanations for similarities and differences with other published positive shifts.
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This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

DOI
10.1103/PhysRevSTPER.9.020116
Citation Information
Eric Brewe, Adrienne L. Traxler, Jorge de la Garza and Laird H. Kramer. "Extending Positive CLASS Results Across Multiple Instructors and Multiple Classes of Modeling Instruction" Physical Review Physics Education Research Vol. 9 Iss. 2 (2013) ISSN: 15549178
Available at: http://works.bepress.com/adrienne_traxler/19/