Approaches to Learning in First Year University Physics

Abstract: Problem statement: In recent decades, discipline specific ways of thinking and knowing have gained increased recognition in understanding learning. However, there has been little empirical research examining student approaches to learning within specific disciplines or, even more specifically, within different streams of study or in response to different curriculum within a discipline. Approach: The aim of this study was to investigate student approaches to learning in physics. We explore whether different streams of study or exposure to different syllabi are associated with deep or surface approaches to learning. A total of 2,030 first year physics students at an Australian metropolitan university over three different year cohorts and three streams completed an adaptation of the Study Processes Questionnaire (SPQ) which produces measures of Deep and Surface approaches to learning. Students studied within ‘Advanced’, ‘Regular ’ and ‘Fundamentals ’ streams, based upon prior experience in physics study. Students within the three cohorts were exposed to different senior high school syllabi, as the exam board introduced a new and innovative syllabus. We make comparison on approaches to learning across streams and across the three year cohorts. Results: Findings show that the behavior of the mean scale scores for students in different streams in first year physics is in agreement with expectations; advanced streams reported higher levels of deep approaches while Fundamental