Student Views of Learning in a First Semester College Physics Course: A Study Using Q Methodology

Abstract

The purpose of this study is unique in its use of Q methodology to examine
how students' personal epistemological views compared to how their
instructor perceived their views. The ability to determine the
differences and similarities in these epistemological views have
implications for further research associated with learning (Halloun
`&` Hestenes, 1998; May `&` Etkina, 2002; Schommer, 1993b) and
instructor attitudes towards students. A variety of research
methodologies have been employed to determine epistemology (Duell `&`
Schommer-Aikins, 2001) including a number in physics (diSessa, 1993;
Halloun `&` Hestenes, 1998; Hammer `&` Elby, 2003; Lising `&`
Elby, 2005; Roth `&` Roychoudhury, 2003), but none have used Q
methodology. This study demonstrated that Q is an effective way to
reveal the multiple epistemological views in a classroom.