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Introduction

Here are a number of statements that may or may not describe your beliefs about learning physics. You are asked to rate each statement by selecting a number between 1 and 5 where the numbers mean the following:

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

Choose one of the above five choices that best expresses your feeling about the statement. If you don't understand a statement, leave it blank. If you have no strong opinion, choose 3.

We are asking that you express your own beliefs. Your answers will not affect your grade. Your instructor will never see your individual answers, only whether you participated and the class results as a whole. This information will be very helpful to us in an effort to design more effective physics courses.

Survey (8-10 minutes)

1. A significant problem in learning physics is being able to memorize all the information I need to know.
   

   Strongly Disagree	1	2	3	4	5	Strongly Agree
   										not answered

   
   
2. When I am solving a physics problem, I try to decide what would be a reasonable value for the answer.
   

   Strongly Disagree	1	2	3	4	5	Strongly Agree
   										not answered

   
   
3. I think about the physics I experience in everyday life.
   

   Strongly Disagree	1	2	3	4	5	Strongly Agree
   										not answered

   
   
4. It is useful for me to do lots and lots of problems when learning physics.
   

   Strongly Disagree	1	2	3	4	5	Strongly Agree
   										not answered

   
   
5. After I study a topic in physics and feel that I understand it, I have difficulty solving problems on the same topic.
   

   Strongly Disagree	1	2	3	4	5	Strongly Agree
   										not answered

   
   
6. Knowledge in physics consists of many disconnected topics.
   

   Strongly Disagree	1	2	3	4	5	Strongly Agree
   										not answered

   
   
7. As physicists learn more, most physics ideas we use today are likely to be proven wrong.
   

   Strongly Disagree	1	2	3	4	5	Strongly Agree
   										not answered

   
   
8. When I solve a physics problem, I locate an equation that uses the variables given in the problem and plug in the values.
   

   Strongly Disagree	1	2	3	4	5	Strongly Agree
   										not answered

   
   
9. I find that reading the text in detail is a good way for me to learn physics.
   

   Strongly Disagree	1	2	3	4	5	Strongly Agree
   										not answered

   
   
10. There is usually only one correct approach to solving a physics problem.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
11. I am not satisfied until I understand why something works the way it does.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
12. I cannot learn physics if the teacher does not explain things well in class.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
13. I do not expect physics equations to help my understanding of the ideas; they are just for doing calculations.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
14. I study physics to learn knowledge that will be useful in my life outside of school.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
15. If I get stuck on a physics problem on my first try, I usually try to figure out a different way that works.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
16. Nearly everyone is capable of understanding physics if they work at it.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
17. Understanding physics basically means being able to recall something you've read or been shown.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
18. There could be two different correct values for the answer to a physics problem if I use two different approaches.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
19. To understand physics I discuss it with friends and other students.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
20. I do not spend more than five minutes stuck on a physics problem before giving up or seeking help from someone else.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
21. If I don't remember a particular equation needed to solve a problem on an exam, there's nothing much I can do (legally!) to come up with it.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
22. If I want to apply a method used for solving one physics problem to another problem, the problems must involve very similar situations.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
23. In doing a physics problem, if my calculation gives a result very different from what I'd expect, I'd trust the calculation rather than going back through the problem.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
24. In physics, it is important for me to make sense out of formulas before I can use them correctly.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
25. I enjoy solving physics problems.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
26. In physics, mathematical formulas express meaningful relationships among measurable quantities.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
27. It is important for the government to approve new scientific ideas before they can be widely accepted.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
28. Learning physics changes my ideas about how the world works.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
29. To learn physics, I only need to memorize solutions to sample problems.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
30. Reasoning skills used to understand physics can be helpful to me in my everyday life.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
31. We use this statement to discard the survey of people who are not reading the questions. Please select agree (not strongly agree) for this question.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
32. Spending a lot of time understanding where formulas come from is a waste of time.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
33. I find carefully analyzing only a few problems in detail is a good way for me to learn physics.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
34. I can usually figure out a way to solve physics problems.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
35. The subject of physics has little relation to what I experience in the real world.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
36. There are times I solve a physics problem more than one way to help my understanding.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
37. To understand physics, I sometimes think about my personal experiences and relate them to the topic being analyzed.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
38. It is possible to explain physics ideas without mathematical formulas.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
39. When I solve a physics problem, I explicitly think about which physics ideas apply to the problem.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
40. If I get stuck on a physics problem, there is no chance I'll figure it out on my own.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
41. It is possible for physicists to carefully perform the same experiment and get two very different results that are both correct.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

    
    
42. When studying physics, I relate the important information to what I already know rather than just memorizing it the way it is presented.
    

    Strongly Disagree	1	2	3	4	5	Strongly Agree
    										not answered

Additional Questions (7 minutes)

1. Currently, what is your level of interest in physics?

   	Very Low	Low	Moderate	High	Very High
   										not answered

   Why?
   
   
   
2. How old are you? Age? 17 or younger 18-19 20-21 22-25 older than 25
   
   
3. What is your gender? Gender? Male Female
   
   
4. What is your race/ethnicity (select the one with which you most identify)? Race/ethnicity? Caucasian (White) African American Native American Asian Hispanic Pacific Islander Other
   
   
5. What is/was your declared major in college? Please select current major Please select current major IDLA Math/Science IDLA Social Studies IDLA Language Arts IDLA Integrated Studies Math/Science (non-IDLA) non-Science (non-IDLA) Open option/Undeclared
   
   
6. If you plan to change your major, please choose the major you intend to switch to. Please select intended major IDLA Math/Science IDLA Social Studies IDLA Language Arts IDLA Integrated Studies Math/Science (non-IDLA) non-Science (non-IDLA) Open option/Undeclared
   
   
7. Are you enrolled in a math course this semester? If yes, which one are you taking? Current math? Not enrolled in math now. Algebra Pre-Calculus First semester Calculus Second semester Calculus Third semester Calculus (also called multivariable calculus) Linear Algebra Other, more advanced math
   
   
8. When did you take your most recently completed math course? Indicate when Over the summer Last spring Last fall 2 years ago more than 2 years ago
   
   
9. Which course was it? Select completed math course Pre-Algebra Algebra Geometry Trigonometry Statistics Pre-Calculus First semester Calculus Second semester Calculus Third semester Calculus (also called multivariable calculus) Linear Algebra Other, more advanced math
   
   
10. What is your previous experience studying physics (select the most advanced course completed)? Previous Physics? No previous courses Completed regular physics in high school Completed AP/IB physics in high school Completed 1st semester intro college physics Completed 2nd semester intro college physics Completed more advanced college physics
    
    
11. What is your previous experience studying chemistry (select the most advanced course completed)? Previous Chemistry? No previous courses Completed regular chemistry in high school Completed AP/IB chemistry in high school Completed 1st semester intro college chemistry Completed 2nd semester intro college chemistry Completed more advanced college chemistry
    
    
12. What is/was your college GPA on a 4.0 scale? Select GPA 3.3 - 4.0, (B+ to A) 2.7 - 3.2, (B- to B+) 1.7 - 2.6, (C- to C+) 1.0 - 1.6, (D to C-) below 1.0, (lower than a D)
    
    
13. How important is it to you to get a grade of B or better in this class?

    	Not important	A little	Somewhat	Pretty	Very Important
    										not answered

    
    
14. What levels do you plan/want to teach most often?

    Kindergarten	yes	no
    1st-2nd grades	yes	no
    3rd-4th grades	yes	no
    5th-6th grades	yes	no

    Other (please specify)
    
    
15. How often do you plan to teach science in your class? Time on science? Never approx 1-2 hours a month approx 1-2 hours a week everyday
    
    
16. What is your current level of confidence in taking physical science classes?

    	Very Low	Low	Moderate	High	Very High
    										not answered

    Why?
    
    
    
17. What is your current level of confidence in teaching physical science classes?

    	Very Low	Low	Moderate	High	Very High
    										not answered

    Why?
    
    
    
18. What do you think you would spend time thinking about when preparing for teaching science in your class?
    
    
    1. Covering the content standards required by the state/school district.

       	Very Little Time	Not Much Time	Some Time	Quite a bit of time	Very Much Time
       										not answered

       
       
    2. Developing a conceptual understanding.

       	Very Little Time	Not Much Time	Some Time	Quite a bit of time	Very Much Time
       										not answered

       
       
    3. Developing quantitative problem solving skills.

       	Very Little Time	Not Much Time	Some Time	Quite a bit of time	Very Much Time
       										not answered

       
       
    4. Connecting to students' prior knowledge and thinking.

       	Very Little Time	Not Much Time	Some Time	Quite a bit of time	Very Much Time
       										not answered

       
       
    5. If there are other things that you would spend a good deal of time thinking about when preparing for teaching science in your class, please describe them here.
       
       
    
    
19. What fraction of your "in-class" time that you are teaching about science would you spend on each of the following?
    
    
    1. Lecturing on the topic Percentage? 0% 5% 10% 15% 20% 25% 30% 35% 45% 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100%
       
       
    2. Whole-class discussions Percentage? 0% 5% 10% 15% 20% 25% 30% 35% 45% 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100%
       
       
    3. Short student-student discussions that are interspersed with lecture Percentage? 0% 5% 10% 15% 20% 25% 30% 35% 45% 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100%
       
       
    4. Extended small group paper-based activities Percentage? 0% 5% 10% 15% 20% 25% 30% 35% 45% 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100%
       
       
    5. Extended small group lab/hands-on activities Percentage? 0% 5% 10% 15% 20% 25% 30% 35% 45% 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100%
       
       
    6. Individual work Percentage? 0% 5% 10% 15% 20% 25% 30% 35% 45% 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100%
       
       
    7. Student presentations Percentage? 0% 5% 10% 15% 20% 25% 30% 35% 45% 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100%
       
       
    8. Tests/quizzes Percentage? 0% 5% 10% 15% 20% 25% 30% 35% 45% 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100%

    9. Other (please elaborate):
       
    
    
20. How do you feel the various aspects of your course would contribute to the students' learning about science?
    
    1. Lecture
       

       	Very little	Not much	Some	Quite a bit	Very much
       										not answered

       
       
    2. Student-student discussions
       

       	Very little	Not much	Some	Quite a bit	Very much
       										not answered

       
       
    3. Lab/in-class activities
       

       	Very little	Not much	Some	Quite a bit	Very much
       										not answered

       
       
    4. Reading the textbook
       

       	Very little	Not much	Some	Quite a bit	Very much
       										not answered

       
       
    5. Homework
       

       	Very little	Not much	Some	Quite a bit	Very much
       										not answered

       
       
    6. Extended projects/papers
       

       	Very little	Not much	Some	Quite a bit	Very much
       										not answered

       
       
    7. Other (Please elaborate)
       

21. What are you hoping to get out of this course?
    

22. (Completely optional) Do you have any comments about this survey itself?
    

We thank you for taking the time to fill out this survey. Your participation is really helpful because knowing more about students' beliefs about physics helps improve our teaching practices.

By pressing submit you are agreeing to participate in this research project as outlined below.
If you do not want to participate, simply do not answer the questions and submit only your name and ID.
.....

Informed Consent Form for The “PhET” (Physics Education Technology) Project

You are invited to participate in a research project to improve the learning and appreciation of science with the use of technology. This project is conducted under the direction of Dr. Carl Wieman, Distinguished Professor of Physics, JILA Box 440, University of Colorado , Boulder , Boulder , Colorado 80309 (303-492-7746). Other investigators include Dr. Noah Finkelstein, Dr. Michael Dubson (303-492-4938), Dr. Steven Pollock (303-492-2495), Dr. Kathy Perkins (303-492-4367), Dr. Sarah McKagan (303-492-7815) , Dr. Linda Koch (303-492-7815), Wendy Adams (303-735-0627), Noah Podolefsky, Patrick Kohl, Chris Keller, Kara Grey, Danielle Harlow (303-492-4331), and Jack Barbera of the Physics and Chemistry Departments at the University of Colorado, Boulder, Campus Box 390, Boulder, Colorado 80309.

The purpose of this project is to investigate the relationship between students’ beliefs about science and their success in science courses as part of evaluating the use of PhET (interactive JAVA simulations) learning tools and other presentations of science materials in science courses.

You are being asked to respond to a survey with a background questionnaire. You can complete the survey on the web at your convenience. The survey will take about 10 minutes of your time. The background questionnaire will take approximately 2 minutes. You might be asked to complete this survey again, at the end of term.

Your answers on this survey will not affect your course grade and will not count towards your final grade in this class. Class instructors who are members of the research group (listed above) will not have access to individual survey responses until after the course has been completed and final grades submitted. All other class instructors will never have access to individual responses; they will only receive information on who participated and the results for the class as a whole – that is results with no identifying information about individuals. If your professor is offering course credit or other incentive in return for participating in this research, you may collect this credit without participating by simply submitting the survey uncompleted (with only name and ID filled in).

In addition, your individual privacy will be maintained in all published and written data resulting from this study. You will be asked to include your name and the last six digits of your Student ID number. Identifying information (name, ID) will only be used to combine the survey answers and the coursework data and will be deleted prior to any subsequent analysis. At the end of the survey, you will be asked explicitly for permission to obtain and use your course grades, test and homework scores, attendance records, and GPA for this research to improve this and other courses in science. If you provide permission, no one except the researchers will have access to your identity. The researchers will score your survey and record these scores in an excel spreadsheet. Any written or printed out materials with identifiable information will be stored in a locked filing cabinet. The excel spreadsheet will be stored on password protected computers. At the end of the project the materials will be stored for a period of 3 years and then destroyed. No individual student identifiers will be used in any published or publicly presented work.

Participation is entirely voluntary. You have the right to withdraw your consent or discontinue participation at any time. You have the right to refuse to answer any question(s) for any reason. The risks to you are minimal since this survey can in no way impact your course grade, and any incentive credit can be obtained without participation. The benefits to you are indirect and uncertain, as information from this research and evaluation will contribute to the ongoing changes being made to the PhET simulations and possibly to changes in science instruction in general.

If you have any questions regarding your rights as a research subject, any concerns regarding this project, or any dissatisfaction with any aspect of this study you may report them, confidentially if you wish, to the Sponsored Programs and Academic Research Center, Kepner Hall, University of Northern Colorado.Greeley, CO 80639; 970-351-1907. Copies of the University of Colorado Assurance of Compliance to the federal government regarding human subject research are available upon request from the graduate school at the address listed above. In addition, research personnel will be happy to answer any questions you may have about this evaluation.

Your agreement to participate is indicated by completing and submitting this survey. Your signature is not required on any document. Submitting this survey incomplete (with name and ID only) will allow you to receive credit without any agreement to participate in research activities.