The CLASS originally includes 42 attitudinal items measuring students' attitude toward physics learning within five categories of Likert scale ranging from strongly disagree (1) to strongly agree (5). In this package, we have preprocessed the data based on the scoring rule as suggested by Adams et al. (2006).
data(CLASS)A data frame with 497 observations on the following 36 CLASS items (after preprocessed using the scoring rule).
CLASS1A significant problem in learning physics is being able to memorize all the information I need to know.
CLASS2When I am solving a physics problem, I try to decide what would be a reasonable value for the answer.
CLASS3I think about the physics I experience in everyday life.
CLASS5After I study a topic in physics and feel that I understand it, I have difficulty solving problems on the same topic.
CLASS6Knowledge in physics consists of many disconnected topics.
CLASS8When I solve a physics problem, I locate an equation that uses the variables given in the problem and plug in the values.
CLASS10There is usually only one correct approach to solving a physics problem.
CLASS11I am not satisfied until I understand why something works the way it does.
CLASS12I cannot learn physics if the teacher does not explain things well in class.
CLASS13I do not expect physics equations to help my understanding of the ideas; they are just for doing calculations.
CLASS14I study physics to learn knowledge that will be useful in my life outside of school.
CLASS15If I get stuck on a physics problem my first try, I usually try to figure out a different way that works.
CLASS16Nearly everyone is capable of understanding physics if they work at it.
CLASS17Understanding physics basically means being able to recall something you’ve read or been shown.
CLASS18There could be two different correct values to a physics problem if I use two different approaches.
CLASS19To understand physics, I discuss it with friends and other students.
CLASS20I do not spend more than five minutes stuck on a physics problem before giving up or seeking help from someone else.
CLASS21If 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.
CLASS22If I want to apply a method used for solving one physics problem to another problem, the problems must involve very similar situations.
CLASS23In doing a physics problem, if my calculation gives a very different from what I’d expect, I’d trust the calculation rather than going back through the problem.
CLASS24In physics, it is important for me to make sense out of formulas before I can use them correctly.
CLASS25I enjoy solving physics problems.
CLASS26In physics, mathematical formulas express meaningful relationships among measurable quantities.
CLASS27It is important for the government to approve new scientific ideas before they can be widely accepted.
CLASS28Learning physics changes my ideas about how the world works.
CLASS29To learn physics, I only need to memorize solutions to sample problems.
CLASS30Reasoning skills used to understand physics can be helpful to me in my everyday life.
CLASS32Spending a lot of time understanding where formulas come from is a waste of time.
CLASS34I can usually figure out a way to solve physics problems.
CLASS35The subject of physics has little relation to what I experience in the real world
CLASS36There are times I solve a physics problem more than one way to help my understanding.
CLASS37To understand physics, I sometimes think about my personal experiences and relate them to the topic being analyzed.
CLASS38It is possible to explain physics ideas without mathematical formulas.
CLASS39When I solve a physics problem, I explicitly think about which physics ideas apply to the problem.
CLASS40If I get stuck on a physics problem, there is no chance I’ll figure it out on my own.
CLASS42When studying physics, I relate the important information to what I already know rather than just memorizing it the way it is presented.
Adams, W. K. et al. New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey. Physical Review Special Topics - Physics Education Research 2, 010101 (2006).