- Conference date: 29–30 July 2009
- Location: Ann Arbor (MI)
Over the last decade, science education researchers in the US have studied students’ beliefs about science and learning science and measured how these beliefs change in response to classroom instruction in science. In this paper, we present an Arabic version of the Colorado Learning Attitudes about Science Survey (CLASS) which was developed to measure students’ beliefs about physics at King Saud University (KSU) in Riyadh, Saudi Arabia. We describe the translation process, which included review by four experts in physics and science education and ten student interviews to ensure that the statements remained valid after translation. We have administered the Arabic CLASS to over 300 students in introductory physics courses at KSU’s men’s and women’s campuses. We present a summary of students’ beliefs about physics at KSU and compare these results to similar students in the US.
- Physics education
- Learning theory and science teaching
- Physics education research
Daniel Baumann, Mark G. Jackson, Peter Adshead, Alexandre Amblard, Amjad Ashoorioon, Nicola Bartolo, Rachel Bean, Maria Beltrán, Francesco de Bernardis, Simeon Bird, Xingang Chen, Daniel J. H. Chung, Loris Colombo, Asantha Cooray, Paolo Creminelli, Scott Dodelson, Joanna Dunkley, Cora Dvorkin, Richard Easther, Fabio Finelli, Raphael Flauger, Mark P. Hertzberg, Katherine Jones‐Smith, Shamit Kachru, Kenji Kadota, Justin Khoury, William H. Kinney, Eiichiro Komatsu, Lawrence M. Krauss, Julien Lesgourgues, Andrew Liddle, Michele Liguori, Eugene Lim, Andrei Linde, Sabino Matarrese, Harsh Mathur, Liam McAllister, Alessandro Melchiorri, Alberto Nicolis, Luca Pagano, Hiranya V. Peiris, Marco Peloso, Levon Pogosian, Elena Pierpaoli, Antonio Riotto, Uroš Seljak, Leonardo Senatore, Sarah Shandera, Eva Silverstein, Tristan Smith, Pascal Vaudrevange, Licia Verde, Ben Wandelt, David Wands, Scott Watson, Mark Wyman, Amit Yadav, Wessel Valkenburg and Matias Zaldarriaga
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