000			nab a22 7a 4500
999			_c86359 _d86359
008			180720b xxu||||| |||| 00| 0 eng d
082			_a530.076 / Wil
100			_aWilcox, Bethany R.
245			_aA summary of research-based assessment of students' beliefs about the nature of experimental physics
300			_ap.212 - 219
520			_aWithin the undergraduate physics curriculum, students' primary exposure to experimental physics comes from laboratory courses. Thus, as experimentation is a core component of physics as a discipline, lab courses can be gateways in terms of both recruiting and retaining students within the physics major. Physics lab courses have a wide variety of explicit and/or implicit goals for lab courses, including helping students to develop expert-like beliefs about the nature and importance of experimental physics. To assess students' beliefs, attitudes, and expectations about the nature of experimental physics, there is currently one research-based assessment instrument available—the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Since its development, the E-CLASS has been the subject of multiple research studies aimed at understanding and evaluating the effectiveness of various laboratory learning environments. This paper presents a description of the E-CLASS assessment and a summary of the research that has been done using E-CLASS data with a particular emphasis on the aspects of this work that are most relevant for instructors.
650			_aScience funding
650			_aGeneral relativity
650			_aEducational testing
700			_aLewandowski, H. J.
773	0		_080229 _dAmerican Association of Physics Teachers _oS145 _tAmerican Journal of Physics,86(3) March 2018 _x0002-9505
856			_uhttps://aapt.scitation.org/doi/full/10.1119/1.5009241
942			_2ddc _cAR