A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Ongoing effects of pandemic-imposed learning environment disruption on student attitudes
Tekijät: Hynninen Teemu, Pesonen Henna, Lintu Olli, Paturi Petriina
Kustantaja: AMER PHYSICAL SOC
Julkaisuvuosi: 2023
Journal: Physical Review Physics Education Research
Tietokannassa oleva lehden nimi: PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
Lehden akronyymi: PHYS REV PHYS EDUC R
Artikkelin numero: 010101
Vuosikerta: 19
Numero: 1
Sivujen määrä: 10
ISSN: 2469-9896
eISSN: 2469-9896
DOI: https://doi.org/10.1103/PhysRevPhysEducRes.19.010101
Verkko-osoite: https://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.19.010101
Rinnakkaistallenteen osoite: https://research.utu.fi/converis/portal/detail/Publication/178831352
We present a study on the development of Finnish first-year physics majors' attitudes towards physics, as measured by the Colorado Learning Attitudes about Science Survey, before, during, and after the period of mandatory remote learning due to the coronavirus pandemic. We find that in the years before the pandemic, these attitudes did not change, but the period of extended remote learning due to the pandemic had a negative effect on the students' expertlike views. Similarly, the students who experienced the remote learning period in high school displayed a lower level of expertlike thinking as they entered university. As contact teaching resumed, moderate positive gains were seen, bridging some but not all of the gap in student attitudes left by the pandemic.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
