The authors note that further work is yet required to isolate
the features of Physics by Inquiry that led to success. These
studies provide an interesting, but incomplete, background:
on the one hand, students in PAT may have naive epistemologies
which could lead to dissonance with active learning.
On the other hand, one might expect that because PAT
is largely based on the Physics by Inquiry curriculum,
those epistemologies should shift to become more expertlike
over the semester. It remains unclear how such
epistemological stances should generate students’ affect
toward PAT.