Beliefs about physics and learning physics: A profile of (non-major in physics) high school physics teachers

Abstract

The paper presents the beliefs profile of a group of high school physics teachers who are part of a two-summer diploma program that aims to improve the capability of teachers who are non-majors in science by equipping them with knowledge of content, strategies in teaching, and tools for assessing learning. The teachers' beliefs and attitudes were documented using the Colorado Learning Attitudes about Science Survey (CLASS).