Part of the "hidden curriculum" we have for introductory physics is to improve student understanding of the nature of physics and the relation of physics to the real world. Students often enter the course with epistemological beliefs and attitudes about physics and learning that are incorrect or counterproductive. The impact of a course on these items is rarely tested. We use our Survey of Student Expectations and interviews of students to see how classes affect student beliefs and attitudes during one year of introductory calculus-based physics. Data from traditional classes, and research-based curricula such as Workshop Physics, Group Problem Solving, and Tutorial classes will be presented.

* Supported in part by NSF grants RED-9355849 and DUE-9455561.

RETURNS

University of Maryland	Physics Department	PERG UMD	Abstract Listing