Verification of causal influences of reasoning skills and epistemology on physics conceptual learning

• Published in: Physical review special topics. Physics education research Vol. 10; no. 2; pp. 023101 - 23105
• Main Author: Ding, Lin
• Format: Journal Article
• Language: English
• Published: College Park American Physical Society 01.07.2014
• Subjects: Achievement Gains; Calculus; Causal Models; China; College Freshmen; College Science; Colleges & universities; Epistemology; Foreign Countries; Influences; Introductory Courses; Learning; Logical Thinking; Mechanics (Physics); Path Analysis; Physics; Reasoning; Research facilities; Scientific Attitudes; Scientific Concepts; Skills; Student Attitudes; Thinking Skills; China
• ISSN: 1554-9178; 1554-9178; 2469-9896
• DOI: 10.1103/PhysRevSTPER.10.023101

This study seeks to test the causal influences of reasoning skills and epistemologies on student conceptual learning in physics. A causal model, integrating multiple variables that were investigated separately in the prior literature, is proposed and tested through path analysis. These variables include student preinstructional reasoning skills measured by the Classroom Test of Scientific Reasoning, pre- and postepistemological views measured by the Colorado Learning Attitudes about Science Survey, and pre- and postperformance on Newtonian concepts measured by the Force Concept Inventory. Students from a traditionally taught calculus-based introductory mechanics course at a research university participated in the study. Results largely support the postulated causal model and reveal strong influences of reasoning skills and preinstructional epistemology on student conceptual learning gains. Interestingly enough, postinstructional epistemology does not appear to have a significant influence on student learning gains. Moreover, pre- and postinstructional epistemology, although barely different from each other on average, have little causal connection between them.