E. F. Redish, J. M. Saul & R. N. Steinberg, Am J Phys, 66, p 212-224 (1998). (html version)
Abstract: Students' understanding of what science is about and how it is done and their expectations as to what goes on in a science course, can play a powerful role in what they get out of introductory college physics. In this paper, we describe the Maryland Physics Expectations (MPEX) Survey; a 34-item Likert-scale (agree-disagree) survey that probes student attitudes, beliefs, and assumptions about physics. We report on the results of pre- and post-instruction delivery of this survey to 1500 students in introductory calculus-based physics at six colleges and universities. We note a large gap between the expectations of experts and novices and observe a tendency for student expectations to deteriorate rather than improve as a result of the first term of introductory calculus-based physics.
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