English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

In this meta-analysis, we synthesize the results of 24 studies using theColorado Learning Attitudes about Science Survey (CLASS) and the MarylandPhysics Expectations Survey (MPEX) to answer several questions: (1) How doesphysics instruction impact students' beliefs? (2) When do physics majorsdevelop expert-like beliefs? and (3) How do students' beliefs impact theirlearning of physics? We report that in typical physics classes, students'beliefs deteriorate or at best stay the same. There are a few types ofinterventions, including an explicit focus on model-building and/or developingexpert- like beliefs that lead to significant improvements in beliefs. Further,small courses and those for elementary education and non-science majors alsoresult in improved beliefs. However, because the available data oversamplescertain types of classes, it is unclear whether these improvements are actuallydue to the interventions, or due to the small class size, or student populationtypical of the kinds of classes in which these interventions are most oftenused. Physics majors tend to enter their undergraduate education with moreexpert-like beliefs than non-majors and these beliefs remain relatively stablethroughout their undergraduate careers. Thus, typical physics courses appear tobe selecting students who already have strong beliefs, rather than supportingstudents in developing strong beliefs. There is a small correlation betweenstudents' incoming beliefs about physics and their gains on conceptualmechanics surveys. This suggests that students with more expert-like incomingbeliefs may learn more in their physics courses, but this finding should befurther explored and replicated. Some unanswered questions remain. To answerthese questions, we advocate several specific types of future studies.

How physics instruction impacts students' beliefs about learning physics: A meta-analysis of 24 studies