Developing student attitudes in the first-year physics laboratory
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
A goal of many university physics courses is that students increase their appreciation of physics as an evidence-based way of understanding the world, and that they begin to develop their self-identity as scientists. Discouragingly, studies have found that students attitudes about science are very difficult to affect positively. In our "structured quantitative inquiry" first-year physics lab course (SQILab) at the University of British Columbia, we have introduced weekly reflection activities specifically targeting students' beliefs about the nature of science and their self-identification as scientists. We measure student attitudes using the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Our preliminary results indi-cate that the SQILabs curriculum with these activities does not produce significantly better outcomes for student attitudes than SQILabs without these activities, but that student attitudes do increase in all SQILabs courses on the portion of the E-CLASS that targets central SQILabs learning goals.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it