This manuscript is substantially based on Peltzer, A.J. An investigation of intellectual factors believed by physicists who teach to be most important to physics students, Doctoral Dissertation, New York University, 1981.
The intellectual factors believed by physicists to be most important to physics students†
Article first published online: 18 AUG 2006
Copyright © 1988 Wiley Periodicals, Inc., A Wiley Company
Journal of Research in Science Teaching
Volume 25, Issue 9, pages 721–731, December 1988
How to Cite
Peltzer, A. (1988), The intellectual factors believed by physicists to be most important to physics students. J. Res. Sci. Teach., 25: 721–731. doi: 10.1002/tea.3660250903
- Issue published online: 18 AUG 2006
- Article first published online: 18 AUG 2006
- Manuscript Accepted: 21 DEC 1987
College physics professors, researchers, and teachers were asked to rate the importance to physics students of different intellectual abilities. These abilities were selected from J. P. Guilford's Structure-of-Intellect model of intelligence and presented on a 65-item questionnaire. Analysis of the responses found that four general intellectual factors were described. They were identified as abilities related to visualization, mathematics, logic, and problem solving. The variations of these factors' importance was examined for two different student subgroups, students who are studying to be physicists and students who are studying physics to be scientifically aware laymen. Variations between two respondent subgroups, physicists who are primarily engaged in research and physicists who are primarily engaged in teaching, were also explored.