Developed by Ben Zwickl and Heather Lewandowski
|Purpose||To assess students' perceptions of the gap between classroom laboratory instruction and professional research.|
|Format||Pre/post, Multiple-choice, Agree/disagree|
|Focus||Beliefs / Attitudes (affect, confidence, math-physics-data connection, physics community, uncertainty, troubleshooting, argumentation, experimental design, modeling)|
|Level||Upper-level, Intermediate, Intro college|
Sample question from the E-CLASS:
Everything you need to know about implementing the E-CLASS in your class.
This is the highest level of research validation, corresponding to all seven of the validation categories below.
Research Validation Summary
Based on Research Into:
- Student thinking
- Student interviews
- Expert review
- Appropriate statistical analysis
- At multiple institutions
- By multiple research groups
- Peer-reviewed publication
The Likert-scale questions on the ECLASS were developed based on consensus learning goals defined by faculty at the University of Colorado at Boulder for their lab curriculum. The questions were modeled after questions on the CLASS and based on common challenges instructors observed students having in lab courses. The ECLASS was tested in over 40 student interviews with physics majors, non-majors and introductory physics students to ensure questions were being interpreted in the way intended. Further, over 20 experts reviewed the ECLASS and indicated their view of the expert-like response for each question. Students in upper-division physics labs gave a larger fraction of expert-like responses than students in algebra-based physics labs in both the classroom context and in the context of professional research. The ECLASS was given to over 5500 first year, intermediate and upper-division students (about 3500 matched pre and post) at over 45 institutions and appropriate statistical analyses of reliability and discrimination were performed. Reasonable results were found. The ECLASS has been given to over 5500 students at over 45 institutions with results published in 6 peer-reviewed papers.
- N. Holmes, J. Ives, and D. Bonn, The Impact of Targeting Scientific Reasoning on Student Attitudes about Experimental Physics, presented at the Physics Education Research Conference 2014, Minneapolis, MN, 2014.
- B. Wilcox and H. Lewandowski, Correlating students' beliefs about experimental physics with lab course success, presented at the Physics Education Research Conference 2015, College Park, MD, 2015.
- B. Wilcox and H. Lewandowski, Impact of instructional approach on students' epistemologies about experimental physics, presented at the Physics Education Research Conference 2016, Sacramento, CA, 2016.
- B. Wilcox and H. Lewandowski, Impact of perceived grading practices on students' beliefs about experimental physics, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017.
- B. Zwickl, T. Hirokawa, N. Finkelstein, and H. Lewandowski, Development and results from a survey on students’ views of experiments in lab classes and research, presented at the Physics Education Research Conference 2013, Portland, OR, 2013.
- B. Zwickl, N. Finkelstein, and H. Lewandowski, Development and Validation of the Colorado Learning Attitudes about Science Survey for Experimental Physics, presented at the Physics Education Research Conference 2012, Philadelphia, PA, 2012.
- B. Zwickl, T. Hirokawa, N. Finkelstein, and H. Lewandowski, Epistemology and expectations survey about experimental physics: Development and initial results, Phys. Rev. ST Phys. Educ. Res. 10 (1), 010120 (2014).
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Typical Results from Wilcox and Lewandowski 2015 scored on a 3-point scale where a favorable response = +1, a neutral response = 0, and an unfavorable response = -1.
Typical Results from Holmes, Ives and Bonn, 2014 showing average fraction of favorable (expert-like)
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The latest version of the E-CLASS, released in 2013, is version 2. Version 1 was released in 2012, and then changes were made to the phrasing of the prompts and in response to interviews with students.