The Colorado Learning Attitudes about Science Survey (CLASS) is an instrument which is widely used in physics education to characterize students’ attitudes toward physics and learning physics and compare them with those of experts. While CLASS has been extensively validated for use in the context of higher education institutions in the United States, there has been less information about its use with European students. We have studied the structural, content, and substantive aspects of validity of CLASS by first doing a confirmatory factor analysis of $N=642$ sets of student answers from the University of Helsinki, Finland. The students represented a culturally and demographically different subset of university physics students than in previous studies. The confirmatory factor analysis used a 3-factor, 15-item factor structure as a starting point and the resulting factor structure was similar to the original. Just minor modifications were needed for fit parameters to be in the acceptable range. We explored the differences by student interviews and consultation of experts. With the exception of one item, they supported the new 14-item, 3-factor structure. The results show that the interpretations made from CLASS results are mostly transferable, and CLASS remains a useful instrument for a wide variety of populations.

中文翻译：

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科罗拉多州高成就芬兰人对科学调查的学习态度的有效性

科罗拉多州关于科学调查的学习态度（CLASS）是一种在物理学教育中广泛使用的工具，用于表征学生对物理学和学习物理学的态度，并将其与专家的态度进行比较。尽管CLASS已在美国的高等教育机构中得到广泛验证，但对于欧洲学生使用CLASS的信息却很少。通过首先对CLASS进行确认性因素分析，我们研究了CLASS有效性的结构，内容和实质性方面$ñ=642$芬兰赫尔辛基大学的学生答案集。与以前的研究相比，这些学生代表了大学物理学生在文化和人口统计学上不同的子集。验证性因子分析以3因子，15个项目的因子结构为起点，所得的因子结构与原始结构相似。只需稍作修改即可使拟合参数在可接受的范围内。我们通过学生访谈和专家咨询探索了差异。除了一项之外，他们支持新的14项三要素结构。结果表明，从CLASS结果得出的解释大部分是可移植的，并且CLASS仍然是广泛人群的有用工具。