CLASS

(Colorado Learning Attitudes about Science Survey)

TheÌýCLASSÌý(Colorado Learning Attitudes about Science Survey) is part of theÌýÌý(Physics Education Technology) Project and theÌýÌý(Physics Education Research Group at Colorado).

Over the last decade, researchers in science education have identifiedÌýa variety of student beliefs that shape and are shaped byÌýstudent classroom experience.1,4,5,7Ìý Based on studies of students'Ìýbeliefs, researchers have developed instruments designed to probeÌýthese beliefs.8

Building on this prior work, here at Colorado, we have developed and validated another instrument, the Colorado Learning Attitudes about Science Survey, CLASS.The CLASS draws from the existing surveys (MPEX6, VASS3, EBAPS2) and adds and refines material to account for other student ABs observed to be important in educational practice.7ÌýThe CLASS was written to make the questions as clear and concise as possible and is readily adapted to use in a wide variety of science courses.Students are asked to respond on a Likert-like (5-point agree to disagree) scale to questions such as: "Learning physics changes my ideas about how the world works".It has been used in both pencil and paper and online formats.ÌýÌý

Version 3 created for use during the Fall semester of 2004 can be found in both HTML and PDF formats by clicking below.

WebAssign ID number 1222349 "Beliefs about Physics Survey" courtesy of Danny Caballero, Georgia Institute of Technology Physics Education Research Group.

CLASS-Chem (pdf)Ìý

CLASS-Bio (pdf)Ìý

Ìý

Simplified CLASS Scoring Sheets (including sample data):ÌýPhysics Scoring SheetÌýORÌýChemistry Scoring Sheet** ORÌýBiology Scoring SheetÌý
Simplified CLASS Scoring Sheets (no sample data):ÌýPhysics Scoring SheetÌýORÌýChemistry Scoring Sheet** ORÌýBiology Scoring SheetÌý

We've also been collaborating withÌý.Ìý
Learn more about the CLASS-Phys and access translations in many languages, including Arabic, Chinese, Finnish, German, Japanese, Spanish, and Turkish from theÌý.

Instrument Design, Validation, and Application Papers:Ìý

Ìý, published in PRST Jan. 2006.
Ìý, J. Barbera, K. K. Perkins, W. K. Adams, and C. E. Wieman, Journal of Chemical Education, 85, pp 1435-1439 (2008).
, published in PERC Proceedings 2004

Analysis Papers:Ìý

, published in PERC Proceedings 2010
, published in PERC Proceedings 2004
, published in PERC Proceedings 2005
, published in PERC Proceedings 2006
Ìýpublished in PERC Proceedings 2009 (See PosterÌý)

** Several of the questions are drawn directly from the MPEX6

  1. Bransford, J.D., Brown, A.L., and Cocking, R.R. (2002).ÌýHow People LearnÌýWashington D.C.: National Academy Press.
  2. Elby, A., ÌýÌý
  3. Halloun, I. A. "Views Â鶹ÊÓƵ Science and Physics Achievement: The VASSÌý
  4. Story." In The Changing Role of Physics Departments in ModernÌý
  5. Universities: , E.F.Ìý
  6. Hammer, D. (2000) Student resources for learning introductory physics,ÌýAmerican Journal ofÌý Physics, 68,ÌýS52-S59.
  7. Redish, E.F.,(2003).ÌýTeaching Physics with Physics Suite, John Wiley & Sons.
  8. Redish, E., Saul, J.M. and Steinberg, R.N. (1998). 66,Ìý212-224.ÌýÌý
  9. Seymour, E. and Hewitt, N.,(1997).ÌýTalking about Leaving, Westview Press.
  10. Seymour, E. and Zeilik, M.,Ìý(FLAG),Ìý

This project is funded by:

The National Science Foundation

The Nobel Foundation

TheÌý University of Colorado at Boulder