The Structural Messaging in Physics Courses (StruM) project aims to study how course structures (e.g., curriculum materials, activities, assessments, and course policies) communicate messages that impact students’ beliefs related to their learning, engagement, and performance. The project investigates how course structures embody three Nexus Practices (valuing learning over time, discussing wrong ideas, and collaborating with peers), and how these course structures impact a set of focal beliefs (including: physics epistemological beliefs, growth/fixed mindset, sense of belonging/community, self-efficacy, mastery/performance achievement goals, and psychological safety).
Two rounds of ~1-hour, semi-structured clinical student interviews were conducted to investigate
students’ perceptions of the structural messaging in 2 introductory physics courses, PHYS100 and PHYS211. PHYS100 is a 2-credit preparatory course (covering kinematics and dynamics) for students planning to take PHYS211 (4-credit, calculus-based introductory mechanics). This document includes the following interview materials: StruM_0 Interview Protocol, including scenario handouts used in interview (pp. 2 – 7), StruM_1-100 Interview Protocol, including handouts used in interview (pp. 8 – 22), StruM_1-211 Interview Protocol, including handouts used in interview (pp. 23– 36).
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