1. Physics Education Research The University of Edinburgh Attitudes and Beliefs about Physics from a UK Academics’ Perspectives Robyn Donnelly 1, Cait MacPhee 1, Judy Hardy 1, Simon Bates 1,2 1 University of Edinburgh, 2 University of British Columbia References 1. Adams, W.K., Dubson, M., Finkelstein, N.D., Perkins, K.K. Podolefsky, N.S. and Wieman, C.E. (2006) A new instrument for measuring student beliefs about physics and learning physics: the Colorao Learning Attitudes about Science Survey. Physical Review Special topics p.8-14. 2. Data Collection and Demographics 3. Results from UK Academics and Industry Members 6. Why do we see differences? 4. Gender differences in UK Academics’ Attitudes1. Motivation NN Male% MaleN Female% Female All42131575%10625% Academics16213684% 2616% PostDocs 56 3664% 2036% Postgrad115 7868% 3732% Industry Members / Non- Academics 53 4177% 1223% The CLASS survey was distributed to members of the Institute of Physics using an online survey tool. In addition to completing the survey participants were asked to provide demographic information; The Colorado Learning Attitudes about Science Survey (CLASS) 1 was developed by the University of Colorado and has traditionally been used to investigate the change in students’ attitudes towards studying and learning physics during a period of study. It consists of 42 attitudinal questions scored on a 5-point Likert scale (Strongly Agree  Strongly Disagree) in which students’ responses are compared to those of physics ‘experts’. This survey instrument has previously been used to compared the attitudes and beliefs of undergraduate physics students to US ‘experts’. This study aims to investigate if there exists a difference between US experts’ consensus on statements and the attitudes of UK academics and members of the Institute of Physics (IOP). In addition we aim to investigate the existence of gender differences in the cohort. To the best of our knowledge this is the first time this instrument has been used to test the attitudes of a range of physics academics across the UK. Do there exist differences between US and UK faculty members on how questions are interpreted? Should we expect variations in consensus - not necessarily the case that experts will have a single and consistent view for all items. Therefore do not expect 100% agreement with the expert score. An overall percentage ‘favourable’ agreement score with the US ‘expert’ response to the CLASS survey was found for each subcohort of IOP members. Academics have an overall 85.5% agreement score compared to the US expert response As a comparison, undergraduate students in Edinburgh score on average 72-73% on entry to our first year. Female academics have a significantly higher level of agreement with US experts than male academics (p=0.047) Statements from the CLASS survey are grouped into 8 categories with respondents given a percentage agreement score for each category. Female academics score more highly than male academics in all 8 categories. Statistically significant gender difference in Real World Connection category (p=0.026). Real World Connections category contains four statements probing to what extent participants use personal experiences or real world situations to further their understanding of physics. 5. Do individual questions show a lack of consensus? A level of consensus of 67% agreement with the US experts’ view was chosen as the threshold to identify questions for which we deemed there was not a broadly consistent view amongst surveyed academics. Applying this criterion, we found five statements showing inconsistency. Eg. ‘I study physics to learn knowledge that will be useful in my life outside of school.’ 58.8% agreement with this statement by UK academics Males: 57% Females 64% Gender Employment - their current level of academic role or if they were employed in industry Number of years since the completion of their first degree Of the 421 completed responses to the CLASS survey, 386 volunteered demographic information.