This paper examines the effects of substituting computer simulations in place of real laboratory equipment in the second semester of a large-scale introductory physics course. The direct current (DC) circuit laboratory was modified to compare the effects of using computer simulations with the effects of using real light bulbs, meters and wires. Three groups of students, those who used real equipment, those who used computer simulations, and those who had no lab experience, were compared in terms of their mastery of physics concepts and skills with real equipment. Students who used the simulated equipment outperformed their counterparts both on conceptual survey of the domain and in the coordinated tasks of assembling a real circuit and describing how it worked Complete listing and access info »

This paper introduces the Creative Commons Rights Expression Language (ccREL), the standard recommended by Creative Commons (CC) for machine-readable expression of copyright licensing terms and related information. ccREL and its description in this paper supersede all previous Creative Commons recommendations for expressing licensing metadata. Like CC's previous recommendation, ccREL is based on the World-Wide Web Consortium's Resource Description Framework (RDF). Compared to the previous recommendation, ccREL is intended to be both easier for content creators and publishers to provide, and more convenient for user communities and tool builders to consume, extend, and redistribute.

Formally, ccREL is specified in an abstract syntax-free way, as an extensible set of properties to be associated with a licensed documents. Publishers have wide discretion in their choice of syntax, so long as the process for extracting the properties is discoverable and tool builders can retrieve the properties of ccREL-compliant Web pages or embedded documents. We also recommend specific concrete "default" syntaxes and embedding schemes for content creators and publishers who want to use CC licenses without needing to be concerned about extraction mechanisms. The default schemes are RDFa for HTML Web pages and resources referenced therein, and XMP for stand-alone media. Complete listing and access info »

A student's beliefs about science and learning science may be more or less sophisticated depending on the specific science discipline. In this study, we used the physics and chemistry versions of the Colorado Learning Attitudes about Science Survey (CLASS) to measure student beliefs in the large, introductory physics and chemistry courses, respectively. We compare how biology majors -- generally required to take both of the courses -- view these two disciplines. We find that these students' beliefs are more sophisticated about physics (more like the experts in that discipline) than they are about chemistry. At the start of the term, the average % Overall Favorable score on the CLASS is 59% in physics and 53% in chemistry. The students' responses are statistically more expert-like in physics than in chemistry on 10 statements (P ≤ 0.01), indicating that these students think chemistry is more about memorizing disconnected pieces of information and sample problems, and has less to do with the real world. In addition, these students' view of chemistry degraded over the course of the term. Their favorable scores shifted -5.7% and -13.5% in 'Overall' and the 'Real World Connection' category, respectively; in the physics course, which used a variety of research-based teaching practices, these scores shifted 0.0% and +0.3%, respectively. The chemistry shifts are comparable to those previously observed in traditional introductory physics courses. Complete listing and access info »

A number of instruments have been designed to probe the variety of attitudes, beliefs, expectations, and epistemological frames taught in our introductory physics courses. Using a newly developed instrument -- the Colorado Learning Attitudes about Science Survey (CLASS)[1] -- we examine the relationship between students' beliefs about physics and other educational outcomes, such as conceptual learning and student retention. We report results from surveys of over 750 students in a variety of courses, including several courses modified to promote favorable beliefs about physics. We find positive correlations between particular student beliefs and conceptual learning gains, and between student retention and favorable beliefs in select categories. We also note the influence of teaching practices on student beliefs. Complete listing and access info »

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