Scientific Reasoning & Physics Conceptual Gains (Revisited)
One possible explanation for the range of FCI gains for a given Lawson Test score is the variety in student epistemologies. To test this, we identified two groups of students based on FCI gains relative to the line of best fit on the plot of FCI gain versus Lawson Test score: Group #1- well above the line and Group #2- well below the line.
The red disks represent students who filled out the epistemological survey.
Group #1 had an average of 3.71 on the MPEX's Independence section, group #2 had an average of 2.92.
A similar difference was seen with the EBAPS's Nature of Knowing& Learning section (3.82 vs 3.25).
(A score of 5 represents agreement with the favorable or “expert” views, and 1 is complete disagreement. For comparison, the class averages on the Independence and Nature of Learning sections were 3.37±0.50 and 3.65±0.31 respectively)
A few of the questions that showed the greatest differences between groups #1 and #2. (Percent of students in each group who gave a favorable response.)
|Group #1||Group #2|
These differences were seen across all of the sampled students as several sections of the survey strongly correlated with the FCI gain.
Correlations between FCI gains and epistemological survey sections:
Other sections of the epistemological survey, including the EBAPS's Source of ability to learn, EQ's Success is unrelated to hard work, and EQ's Learning is quick showed no significant correlation with FCI gains.
Interestingly, there were no significant correlations between the cognitive measure (Lawson Test) and any of the epistemological sections.