FASE 4 DISEÑO, DESARROLLO Y VALIDACIÓN DEL MODELO FINANCIERO EN

This study was an instrumental case study that utilized a survey to investigate the impact of experienced-based learning, as described by Kolb’s cycle of experiential learning, in reformed science courses on students’ attitudes and beliefs about learning and teaching of mathematics and science. A case study is an in-depth exploration of a bounded system such as an activity, event, process, or individuals based on extensive data collection (Stake, 1994; Stake, 1995; Creswell, 2008). For a study to be considered a case study it must have boundaries (Merriam, 1998). The boundaries for this include; length of course term, the course instructor, number of times the course meets per week, course requirements, and laboratory experience including the teaching assistant and types of active learning strategies implemented in the laboratory.

The two courses selected for this study are University Physics I & II (University Physics) and Physics for Elementary Teachers (PET). University Physics is a two-semester sequence of calculus-based physics that surveys the principles of physics including mechanics, wave motion, temperature, heat, electricity, magnetism, and light. The course is designed for science majors in the fields of physics and engineering who meet a mathematics requirement of completing

Calculus I or an equivalent course. Each of the University Physics courses is a four-hours credit course that meets for 16 weeks with lecture meeting two times a week for one hour with a

required lab that meets twice a week for two hours each for a total of six hours a week. A significant portion of the learning in the course is designed to take place in the lab through laboratory exploration, small group assignments, and exam preparation activities.

Physics for Elementary Teachers (PET) is a physical science course based on state

frameworks explored in a mixed lecture/lab environment. The inquiry-based lab activities cover topics such as; scientific inquiry, motion and forces, conservation of energy, heat, light,

electricity and simple circuits, and magnetism. The course is designed for students who intend to become an elementary education teacher. PET is a four-hour credit course that meets for 16 weeks meeting three times a week for two hours for a total of six hours a week. The inquiry lab component of the course is integrated into the informal lecture in a merged classroom and laboratory setting. A sample of individual course requirements for PET and University Physics can be seen in the sample syllabus for each of the two courses in Appendix A and B.

Data were collected using a survey instrument as a pre- and post-assessment. The

Attitudes and Beliefs about the Nature of and Teaching of Mathematics and Science Survey was

the survey tool selected to gather reliable formative feedback on the attitudes and beliefs of the students taking reformed physics classes. The survey was developed at the University of Maryland and used with permission by the National Science Foundation’s Collaborative for Excellence in Teacher Preparation Program (CEPT); contract grant number: DUE-9255745 (McGinnis et al., 1998). During the development of the survey, it underwent a rigorous testing and analysis using a Cronbach alpha test to increase the survey’s reliability (McGinnis et al, 2002). Sections of the instrument verified by factor analysis are beliefs about mathematics and science (∝ = .76); attitudes toward mathematics and science (∝ = .81); beliefs about teaching mathematics and science (∝ = .69); attitudes toward using technology to teach mathematics and

science (∝ = .80); and attitudes toward teaching mathematics and science (∝ = .60) (McGinnis et al., 2002).

The survey consists of 44 questions grouped into 5 constructs. The survey uses a five- point nominal Likert Scale: 5-Strongly Agree, 4-Agree, 3-Neither Agree nor Disagree, 2- Disagree, 1-Strongly Disagree. The Likert Scale is a bipolar scaling method for measuring a student’s positive or negative response to a statement. The first 4 questions are not included in a construct category and deal with gender, ethnicity, college credits and major. The remaining 40 questions are broken into 5 distinct constructs dealing with attitudes and beliefs. The first

construct, X1, looks at Beliefs about the nature of mathematics and science, (Numbers: 9, 10, 11, 12, 14, 17, 21, 22, 24, 25, 26, 29, 31, 33). Subjects with a low score on X1 tend to believe that

mathematics and science can be understood only by people with special abilities and that the discipline consists of discrete sets of unrelated topics and skills to be memorized (McGinnis et al, 2002). Construct X2 deals with Attitudes towards mathematics and science, (Question Numbers:

5, 6, 7, 19, 27, 28). Subjects with a high score on X2 describe themselves as liking mathematics

and science, enjoy learning how to use technology in the classroom and look forward to taking more math and science courses (McGinnis et al, 2002). Construct X3 looks at Beliefs about the

teaching of mathematics and science, (Question Numbers: 8, 13, 15, 16, 18, 20, 23, 30, 32, 34).

People with a high score on construct X3 believe that technology and manipulative should be

used as aids in teaching mathematics and science, believe in the regular use of small group activities to emphasize learning, and giving students time to reflect on what they have learned in the classroom (McGinnis et al, 2002). The fourth construct, X4, looks at Attitudes towards

learning to teach mathematics and science, (Question Numbers 35, 36, 38, 41). Subjects with a

teaching mathematics and science. Subjects also express a desire to learn how to use technology in the classroom as a teaching tool (McGinnis et al, 2002). Construct X5 looks at Attitudes

towards teaching mathematics and science (Question Numbers: 37, 39, 40, 42). Subjects with a

high X5 score tend to feel confident in their ability to teach mathematics and science and feel

prepared to integrate the two disciplines when teaching (McGinnis et al, 2002).

Questions 43 and 44 ask students who are considering teaching K-12 as a career to indicate the grade level and area they are interested in teaching. See Appendix C for a copy of the survey tool.

For this study, the outcome of a student’s academic performance is indicated by a student’s final grade in the course. The final grade for each student participants was collected as part of the study. The grades for each of the PET participants was provided by the course

instructor. Grades for University Physics participants were collected through matching grades to final grade rosters provided by the different faculty who have taught the course and by using online resources. However, many of the University Participants were unable to be matched successfully due to incomplete data collection at the time of survey completion.