Epistemological Beliefs About Physics: A Comparison Between Physics and Biology Education Students
Keywords:
Applied Conceptual Understanding, Conceptual Connections, Epistemological Beliefs, Expert-like Beliefs, Introductory Physics, Personal Interest
Abstract
Epistemological beliefs play an important role in physics learning. This study compared epistemological beliefs about physics between Physics Education and Biology Education students after completing the required introductory physics course. A quantitative cross-sectional comparative survey design was employed involving all students from both programs at a single teacher education institution (N = 47, 20 Physics Education and 27 Biology Education students), predominantly of female students (80.9%). The Indonesian version of the Colorado Learning Attitudes about Science Survey (CLASS) was used to measure overall and categories of epistemological beliefs. Data were analyzed using descriptive statistics and the Mann–Whitney U test, with rank-biserial correlation reported as the effect size. Physics Education students demonstrated higher favorable CLASS scores than Biology Education students overall and across all categories. Significant differences were found for the overall CLASS score (), Personal Interest (), Conceptual Connections (), and Applied Conceptual Understanding (), with the largest effect observed in Conceptual Connections. Nevertheless, both groups showed relatively low favorable scores in Applied Conceptual Understanding and Problem-Solving Sophistication, indicating shared challenges in transferring conceptual knowledge and solving unfamiliar physics problems. These findings suggest that disciplinary orientation is associated with differences in epistemological beliefs about physics. However, because the study employed a cross-sectional design without baseline measurements, causal interpretations should be made with caution. The results highlight the need for introductory physics instruction that more effectively supports conceptual integration, knowledge transfer, and meaningful disciplinary contexts, particularly for students outside physics-related programs.
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References
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[9] I. Kontro and M. Génois, “Combining surveys and sensors to explore student behaviour,” Educ. Sci., vol. 10, no. 3, 2020, doi: 10.3390/educsci10030068.
[10] K. E. Gray, W. K. Adams, C. E. Wieman, and K. K. Perkins, “Students know what physicists believe, but they don’t agree: A study using the CLASS survey,” Phys. Rev. Spec. Top. - Phys. Educ. Res., vol. 4, no. 2, pp. 1–10, 2008, doi: 10.1103/PhysRevSTPER.4.020106.
[11] A. Kariya and H. Nitta, “An Analysis of Gender Differences in Physics Learning Using the Epistemological Beliefs Assessment for Physical Science,” Phys. Teach., vol. 62, no. 1, pp. 62–65, 2024, doi: 10.1119/5.0092219.
[12] T. Hynninen, H. Pesonen, O. Lintu, and P. Paturi, “Ongoing effects of pandemic-imposed learning environment disruption on student attitudes,” Phys. Rev. Phys. Educ. Res., vol. 19, no. 1, p. 10101, 2023, doi: 10.1103/PhysRevPhysEducRes.19.010101.
[13] J. S. Martins and W. E. Lindsay, “Evaluation of high school student responses to the Colorado Learning Attitudes about Science Survey,” Phys. Rev. Phys. Educ. Res., vol. 18, no. 1, p. 10132, 2022, doi: 10.1103/PhysRevPhysEducRes.18.010132.
[14] A. J. Mason and C. A. Bertram, “Consideration of learning orientations as an application of achievement goals in evaluating life science majors in introductory physics,” Phys. Rev. Phys. Educ. Res., vol. 14, no. 1, p. 10125, 2018, doi: 10.1103/PhysRevPhysEducRes.14.010125.
[15] L. Chen, S. Xu, H. Xiao, and S. Zhou, “Variations in students’ epistemological beliefs towards physics learning across majors, genders, and university tiers,” Phys. Rev. Phys. Educ. Res., vol. 15, no. 1, p. 10106, 2019, doi: 10.1103/PhysRevPhysEducRes.15.010106.
[16] Á. Suárez, D. Baccino, M. Monteiro, and A. C. Martí, “What are the attitudes and beliefs about Science of the Physics teachers and future Physics teachers in Uruguay?,” Av. enseñ.fis., vol. 3, no. 1, pp. 1–13, 2021, doi: https://doi.org/10.36411/AEF.3.1.4.
[17] R. Tinell, M. A. Asikainen, and P. E. Hirvonen, “Preparedness and physics- related epistemological views of international physics majors at a finnish university,” Probl. Educ. 21st Century, vol. 75, no. 3, pp. 288–314, 2017, doi: 10.33225/pec/17.75.288.
[18] M. M. Hull, B. A. Lindsey, M. Archambault, K. Davey, and A. Y. Liu, “Unexpected attitudinal growth in a course combining reformed curricula,” Phys. Rev. Phys. Educ. Res., vol. 12, no. 1, pp. 1–18, 2016, doi: 10.1103/PhysRevPhysEducRes.12.010101.
[19] N. Balta, S. G. Cessna, and A. Kaliyeva, “Surveying Kazakh high school students’ attitudes and beliefs about physics and learning with the Colorado learning attitudes about science survey,” Phys. Educ., vol. 55, no. 6, p. 65019, 2020, doi: 10.1088/1361-6552/abad4a.
[20] C. H. Crouch, P. Wisittanawat, M. Cai, and K. A. Renninger, “Life science students’ attitudes, interest, and performance in introductory physics for life sciences: An exploratory study,” Phys. Rev. Phys. Educ. Res., vol. 14, no. 1, p. 10111, 2018, doi: 10.1103/PhysRevPhysEducRes.14.010111.
[21] O. D. Pranata, P. D. Sundari, and D. Sulaiman, “Exploring Project-Based Learning : Physics E-Posters in Pre-Service Science Education,” KONSTAN (Jurnal Fis. dan Pendidik. Fis., vol. 8, no. 2, pp. 116–124, 2023, doi: https://doi.org/10.20414/konstan.v8i02.387.
[22] T. Kusayang and O. D. Pranata, “Poster Digital Sains dalam Pembelajaran Berbasis Proyek : Analisis Keterampilan dan Persepsi Digital Science Posters in Project-Based Learning : Pre- services Early Childhood Teachers ’ Skills and,” aṣ-ṣibyān J. Pendidik. Anak Usia Dini, vol. 10, no. 1, pp. 1–16, 2025.
[23] O. D. Pranata and D. Fujiani, “Poster Digital Fisika dalam Pembelajaran Berbasis Proyek : Analisis Keterampilan dan Persepsi Calon Pengajar Sains,” Exp. J. Sci. Educ., vol. 5, no. 1, pp. 1–13, 2025, doi: http://dx.doi.org/10.18860/experiment.v5i1.32726.
[24] B. R. Wilcox and H. J. Lewandowski, “Students’ epistemologies about experimental physics: Validating the Colorado Learning Attitudes about Science Survey for experimental physics,” Phys. Rev. Phys. Educ. Res., vol. 12, no. 1, pp. 1–11, 2016, doi: 10.1103/PhysRevPhysEducRes.12.010123.
[25] O. D. Pranata, D. P. Setyo, and N. Indrasari, “Linking Pre-Service Physics Teachers ’ Views About Experimental Physics with Their Lab Report Scores,” Exp. J. Sci. Educ., vol. 6, no. 1, pp. 24–35, 2026, doi: doi.org/10.18860/experiment.v6i1.37383.
[26] E. Brewe, L. Kramer, and G. O’Brien, “Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS,” Phys. Rev. Spec. Top. - Phys. Educ. Res., vol. 5, no. 1, pp. 1–5, 2009, doi: 10.1103/PhysRevSTPER.5.013102.
[27] D. T. Brookes, E. Ektina, and G. Planinsic, “Implementing an epistemologically authentic approach to student-centered inquiry learning,” Phys. Rev. Phys. Educ. Res., vol. 16, no. 2, 2020, doi:
10.1103/PhysRevPhysEducRes.16.020148.
[28] M. Lee, C. J. K. Larkin, and S. Hoekstra, “Impacts of Problem-Based Instruction on Students’ Beliefs about Physics and Learning Physics,” Educ. Sci., vol. 13, no. 3, 2023, doi: 10.3390/educsci13030321.
Published
2026-07-17
How to Cite
Pranata, O., Asti, N., Rianty, H., Dinata, U., Listina, F., & Fitri, A. (2026). Epistemological Beliefs About Physics: A Comparison Between Physics and Biology Education Students. KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA, 11(01), 55-66. https://doi.org/https://doi.org/10.20414/konstan.v11i01.925
Section
Articles
