A study has been carried out at the University of Edinburgh in order to examine how physics students’ abilities and attitudes towards study change during their time at university. This is a large topic with numerous possible avenues of research, as a result the field has been narrowed for this thesis in order to focus on three main subject areas; how students adapt during the transition from school to university, how students attitudes towards studying physics change during an undergraduate degree and, finally, student data handling skills in the undergraduate laboratory with links to whether student perceptions of their data handling skills are consistent with their ability. It has been found that students may face difficulties going from school to university study. Students potentially face gaps in their prior learning due to differences in school leaving qualification syllabi, which is compounded by instructors having expectations of student ability that are higher than student actual ability. It has been seen that students become less positive in their attitudes towards study over the course of their first year of instruction, potentially due to a drop in confidence. In the subject area of attitudes towards study, longitudinal studies have been carried out in order to examine the expert-like thinking of students. Results gathered are suggestive of a selection effect with the most expert-like thinkers possessing levels of expert thinking similar to those of physics instructors, even when initially entering the degree program. Investigation of student laboratory work has shown that there is a large gap between student estimations of their own ability and the reality of such skills. This has been demonstrated by contrasting the results of surveys examining student perceptions towards practical work with data gathered from a data handling diagnostic test that has been designed and implemented as part of this thesis.

The research reported in this thesis arose from a comment made by a student who had achieved highly in examinations yet felt that science: ‘doesn’t make sense’. Different conceptualisations of learning are analysed leading to the development of the concept of making sense as the formation or modification of a conceptual compound in which concepts are related in a coherent causal system that may be transferred to novel situations. This definition is situated within a constructivist epistemology. The research question asks how students make sense of physics concepts in dynamics and electricity. Five 17-18 year-old students, conceptualised as a multiple case study, were selected from an English secondary school using purposeful sampling. The students were interviewed once a week for 22 weeks in sessions using a range of probes such as interviews about instances, concept maps and concept inventory questions. It is assumed that data collection occurred at a frequency that was high relative to the rate of conceptual change, hence, the work is conceptulaised as microgenetic. The analysis focuses on the development of the students’: a) ontologies of concepts from concrete instances towards abstractions; b) conceptual structures from temporary organisations to more stable structures; c) understanding of causality from focused on macroscopic objects to abstract concepts; d) judgments of coherence; f) conceptual change modeled as an alteration in the ‘oftenness’ of application of a concept in a given context; and e) ability to apply concepts to novel contexts. The implications of these findings for teaching and future research are discussed.