Research-based assessment of students' beliefs about experimental physics: When is gender a factor?

The existence of gender differences in student performance on conceptual assessments and their responses to attitudinal assessments has been repeatedly demonstrated. This difference is often present in students' preinstruction responses and persists in their postinstruction responses. However, one area in which the presence of gender differences has not been extensively explored is undergraduate laboratory courses. For example, one of the few laboratory focused research-based assessments, the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS), has not been tested for the existence of gender differences in students' responses. Here, we utilize a national data set of responses to the E-CLASS to determine if they demonstrate significant gender differences. We also investigate how these differences vary along multiple student and course demographic slices, including course level (first-year vs.\ beyond-first-year) and major (physics vs.\ non-physics). We observe a gender gap in pre- and postinstruction E-CLASS scores in the aggregate data both for the overall score and for most items individually. However, for some subpopulations (e.g., beyond-first-year students) the size or even existence of the gender gap depends on another dimension (e.g., student major). We also find that for all groups the gap in postinstruction scores vanishes or is greatly reduced when controlling for preinstruction scores, course level, and student major.Comment: 11 pages, 3 figures, accepted to Phys. Rev. - PE

Students' views about the nature of experimental physics

The physics community explores and explains the physical world through a blend of theoretical and experimental studies. The future of physics as a discipline depends on training of students in both the theoretical and experimental aspects of the field. However, while student learning within lecture courses has been the subject of extensive research, lab courses remain relatively under-studied. In particular, there is little, if any, data available that addresses the effectiveness of physics lab courses at encouraging students to recognize the nature and importance of experimental physics within the discipline as a whole. To address this gap, we present the first large-scale, national study ($N_{institutions}=75$ and $N_{students}=7167$) of undergraduate physics lab courses through analysis of students' responses to a research-validated assessment designed to investigate students' beliefs about the nature of experimental physics. We find that students often enter and leave physics lab courses with ideas about experimental physics as practiced in their courses that are inconsistent with the views of practicing experimental physicists, and this trend holds at both the introductory and upper-division levels. Despite this inconsistency, we find that both introductory and upper-division students are able to accurately predict the expert-like response even in cases where their views about experimentation in their lab courses disagree. These finding have implications for the recruitment, retention, and adequate preparation of students in physics.Comment: 10 pages, 2 figures, Accepted to Phys. Rev. PE

Students' epistemologies about experimental physics: Validating the Colorado Learning Attitudes about Science Survey for Experimental Physics

Student learning in instructional physics labs represents a growing area of research that includes investigations of students' beliefs and expectations about the nature of experimental physics. To directly probe students' epistemologies about experimental physics and support broader lab transformation efforts at the University of Colorado Boulder (CU) and elsewhere, we developed the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Previous work with this assessment has included establishing the accuracy and clarity of the instrument through student interviews and preliminary testing. Several years of data collection at multiple institutions has resulted in a growing national data set of student responses. Here, we report on results of the analysis of these data to investigate the statistical validity and reliability of the E-CLASS as a measure of students' epistemologies for a broad student population. We find that the E-CLASS demonstrates an acceptable level of both validity and reliability on measures of, item and test discrimination, test-retest reliability, partial-sample reliability, internal consistency, concurrent validity, and convergent validity. We also examine students' responses using Principal Component Analysis and find that, as expected, the E-CLASS does not exhibit strong factors.Comment: 10 pages, 4 figures, 7 tables, submitted to Phys. Rev. ST - PE

Improvement or selection? A longitudinal analysis of students' views about experimental physics in their lab courses

Laboratory courses represent a unique and potentially important component of the undergraduate physics curriculum, which can be designed to allow students to authentically engage with the process of experimental physics. Among other possible benefits, participation in these courses throughout the undergraduate physics curriculum presents an opportunity to develop students' understanding of the nature and importance of experimental physics within the discipline as a whole. Here, we present and compare both a longitudinal and pseudo-longitudinal analysis of students' responses to a research-based assessment targeting students' views about experimental physics -- the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) -- across multiple, required lab courses at a single institution. We find that, while pseudo-longitudinal averages showed increases in students' E-CLASS scores in each consecutive course, analysis of longitudinal data indicates that this increase was not driven by a cumulative impact of laboratory instruction. Rather, the increase was driven by a selection effect in which students who persisted into higher-level lab courses already had more expert-like beliefs, attitudes, and expectations than their peers when they started the lower-level courses.Comment: 6 pages, 1 figure, submitted as a short paper to Phys. Rev. PE

Science leadership for tomorrow: The role of schools of public affairs and universities in meeting needs of public science agencies

Recommendations and requirements for the preparation of personnel with some scientific or technological background to enter fields of public policy and administration are reported. University efforts to provide science administration graduate programs are outlined and increased cooperation between government and university resources is outlined

The sun's magnetic sector structure

The synoptic appearance of solar magnetic sectors is studied using 454 sector boundaries observed at earth during 1959-1973. The sectors are clearly visible in the photospheric magnetic field. Sector boundaries can be clearly identified as north-south running demarcation lines between regions of persistent magnetic polarity imbalances. These regions extend up to about 35 deg of latitude on both sides of the equator. They generally do not extend into the polar caps. The polar cap boundary can be identified as an east-west demarcation line marking the poleward limit of the sectors. The typical flux imbalance for a magnetic sector is about 4 x 10 to the 21st power Maxwells

Within Groups Multiple Comparisons Based On Robust Measures Of Location

Consider the problem of performing all pair-wise comparisons among J dependent groups based on measures of location associated with the marginal distributions. It is well known that the standard error of the sample mean can be large relative to other estimators when outliers are common. Two general strategies for addressing this problem are to trim a fixed proportion of observations or empirically check for outliers and remove (or down-weight) any that are found. However, simply applying conventional methods for means to the data that remain results in using the wrong standard error. Methods that address this problem have been proposed, but among the situations considered in published studies, no method has been found that gives good control over the probability of a Type I error when sample sizes are small (less than or equal to thirty); the actual probability of a Type I error can drop well below the nominal level. The paper suggests using a slight generalization of a percentile bootstrap method to address this problem

Multivariate Location: Robust Estimators And Inference

The sample mean can have poor efficiency relative to various alternative estimators under arbitrarily small departures from normality. In the multivariate case, (affine equivariant) estimators have been proposed for dealing with this problem, but a comparison of various estimators by Massé and Plante (2003) indicated that the small-sample efficiency of some recently derived methods is rather poor. This article reports that a skipped mean, where outliers are removed via a projection-type outlier detection method, is found to be more satisfactory. The more obvious method for computing a confidence region based on the skipped estimator (using a slight modification of the method in Liu & Singh, 1997) is found to be unsatisfactory except in the bivariate case, at least when the sample size is small. A much more effective method is to use the Bonferroni inequality in conjunction with a standard percentile bootstrap technique applied to the marginal distributions