2019 Physics Education Research Conference Proceedings最新文献_第2页

A longitudinal exploration of students’ beliefs about experimental physics 学生实验物理信念的纵向探索

2019 Physics Education Research Conference Proceedings Pub Date : 2020-01-06 DOI: 10.1119/perc.2019.pr.henderson

Rachel Henderson, Kelsey Funkhouser, Marcos D. Caballero

{"title":"A longitudinal exploration of students’ beliefs about experimental physics","authors":"Rachel Henderson, Kelsey Funkhouser, Marcos D. Caballero","doi":"10.1119/perc.2019.pr.henderson","DOIUrl":"https://doi.org/10.1119/perc.2019.pr.henderson","url":null,"abstract":"The Michigan State University Physics & Astronomy Department has recently transformed its algebra-based, introductory physics laboratory curriculum. This transformed, two-course sequence, Design, Analysis, Tools, and Apprenticeship (DATA) Lab, emphasizes the development of experimental skills and laboratory practices and provides students with an authentic physics laboratory experience. Here, we will discuss the overall impact of the transformation on how students perceive experimental physics through the two course sequence: mechanics (Lab I) and electricity, magnetism and optics (Lab II). In both courses, data were collected pre-and post-instruction via the Colorado Learning Attitudes and Science Survey for Experimental Physics (E-CLASS); the results will be presented at the course-level and longitudinally. In both courses, the DATA Lab transformation had a positive impact on overall E-CLASS scores. Students in the traditional-to-traditional course sequence demonstrated an overall decline in their overall views about experimental physics. Students enrolled in the transformed-to-transformed course sequence showed an initial increase in their E-CLASS scores and they remained stable throughout the second half of the course sequence. Students in the traditional-to-transformed sequence experienced a signiﬁcant increase in their E-CLASS scores; however, it only occurred during the second half of the two-course sequence.","PeriodicalId":208063,"journal":{"name":"2019 Physics Education Research Conference Proceedings","volume":"9 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131293786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Student response to a careers in physics lesson 学生对物理课职业生涯的反应

2019 Physics Education Research Conference Proceedings Pub Date : 2020-01-06 DOI: 10.1119/perc.2019.pr.head

T. Head, R. Lock, Raina Khatri, Z. Hazari, G. Potvin

引用次数: 2

What factors influence pedagogical methods in informal learning spaces? 哪些因素影响非正式学习空间的教学方法?

2019 Physics Education Research Conference Proceedings Pub Date : 2020-01-06 DOI: 10.1119/perc.2019.pr.bennett

Michael B. Bennett, Brett L. Fiedler, N. Finkelstein

{"title":"What factors influence pedagogical methods in informal learning spaces?","authors":"Michael B. Bennett, Brett L. Fiedler, N. Finkelstein","doi":"10.1119/perc.2019.pr.bennett","DOIUrl":"https://doi.org/10.1119/perc.2019.pr.bennett","url":null,"abstract":"Public engagement is an important component of the operation of many p hysics organizations, such as physics departments. However, unlike in formal education settings, relatively little r es arch has been done on pedagogical approaches in informal physics education; commensurately little res earch has been done on the methods and means of training the facilitators who engage in that pedagogy. Following up on a previous study that characterized modes of pedagogy in informal physics educators, we presen t here preliminary results from a detailed study on the ways in which volunteers in a physics outreach program at the Univ rsity of Colorado understand and operationalize these pedagogical modes, and the ways in which our v olunteer training methods promote or inhibit volunteers’ efficient uptake and utilization of these teaching tools. We find that volunteers’ conceptions of these pedagogical modes tends not to persist robustly from their pre paration at the start of program participation, and that other factors, such as practiced pedagogical behaviors gleaned from formal learning environments, may play a large role in UEs’ enacted pedagogies in PISEC. From these fin dings, we begin to form the basis for changes to the ways in which we support and prepare our volunteers, w ith implications for informal programs at large.","PeriodicalId":208063,"journal":{"name":"2019 Physics Education Research Conference Proceedings","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133644205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Comparing student behavior in mastery and conventional style online physics homework 比较学生在掌握和传统在线物理作业方面的行为

2019 Physics Education Research Conference Proceedings Pub Date : 2020-01-06 DOI: 10.1119/perc.2019.pr.guthrie

Matthew Guthrie, Zhongzhou Chen

{"title":"Comparing student behavior in mastery and conventional style online physics homework","authors":"Matthew Guthrie, Zhongzhou Chen","doi":"10.1119/perc.2019.pr.guthrie","DOIUrl":"https://doi.org/10.1119/perc.2019.pr.guthrie","url":null,"abstract":"We compared students’ learning behavior when completing identical online calculus-based physics home-work assignments organized in two ways. One was designed for mastery learning where content is divided into smaller units, and students are required to attempt the assessment once before accessing the content. Students can proceed to the next unit after passing the assessment either before or after studying the content. The second is a conventional design in which students ﬁrst study a set of instructional materials equivalent to several mastery units then complete multiple assessment problems at once. Our major ﬁndings are: 1. in the mastery condition, students solved more problems correctly either immediately after studying the instructional content, or on attempts before accessing the instructional content; 2. for students who solved similar numbers of problems correctly, the mastery condition students spent signiﬁcantly less time studying compared to the traditional condition students; and 3. students who did not pass mastery units on their initial assessment attempts spent similar amounts of time studying as traditional condition students.","PeriodicalId":208063,"journal":{"name":"2019 Physics Education Research Conference Proceedings","volume":"116 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126387968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Students’ use of conceptual resources for understanding superposition 学生使用概念资源来理解叠加

2019 Physics Education Research Conference Proceedings Pub Date : 2020-01-02 DOI: 10.1119/perc.2019.pr.bauman

Lauren C. Bauman, L. Goodhew, Amy D. Robertson

引用次数: 0

Student behavior and test security in online conceptual assessment 在线概念评估中的学生行为与考试安全

2019 Physics Education Research Conference Proceedings Pub Date : 2019-12-11 DOI: 10.1119/perc.2019.pr.Wilcox

Bethany R. Wilcox, S. Pollock

{"title":"Student behavior and test security in online conceptual assessment","authors":"Bethany R. Wilcox, S. Pollock","doi":"10.1119/perc.2019.pr.Wilcox","DOIUrl":"https://doi.org/10.1119/perc.2019.pr.Wilcox","url":null,"abstract":"Historically, the implementation of research-based assessments (RBAs) has been a driver of education change within physics and helped motivate adoption of interactive engagement pedagogies. Until recently, RBAs were given to students exclusively on paper and in-class; however, this approach has important drawbacks including decentralized data collection and the need to sacrifice class time. Recently, some RBAs have been moved to online platforms to address these limitations. Yet, online RBAs present new concerns such as student participation rates, test security, and students' use of outside resources. Here, we report on a pilot study addressing these concerns. We gave two upper-division RBAs to courses at five institutions; the RBAs were hosted online and featured embedded JavaScript code which collected information on students' behaviors (e.g., copying text, printing). With these data, we examine the prevalence of these behaviors, and their correlation with students' scores, to determine if online and paper-based RBAs are comparable. We find that browser loss of focus is the most common online behavior while copying and printing events were rarer.We found no statistically significant correlation between any of these online behaviors and students scores. We also found that participation rates for our upper-division population went up when the RBA was given online. These results indicates that, for our upper-division population, scores on online administrations of these RBAs were comparable to in-class versions.","PeriodicalId":208063,"journal":{"name":"2019 Physics Education Research Conference Proceedings","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114416228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Faculty survey on upper-division thermal physics content coverage 高年级热物理内容覆盖的教师调查

2019 Physics Education Research Conference Proceedings Pub Date : 2019-11-24 DOI: 10.1119/perc.2019.pr.Rainey

Katherine Rainey, Bethany R. Wilcox

引用次数: 6

All aboard! Challenges and successes in professional development for physics lab TAs 所有乘坐!物理实验室助教专业发展的挑战与成功

2019 Physics Education Research Conference Proceedings Pub Date : 2019-11-04 DOI: 10.1119/perc.2019.pr.Doucette

Danny Doucette, Russell Clark, C. Singh

{"title":"All aboard! Challenges and successes in professional development for physics lab TAs","authors":"Danny Doucette, Russell Clark, C. Singh","doi":"10.1119/perc.2019.pr.Doucette","DOIUrl":"https://doi.org/10.1119/perc.2019.pr.Doucette","url":null,"abstract":"At large research universities in the USA, introductory physics labs are often run by graduate student teaching assistants (TAs). Thus, efforts to reform introductory labs should address the need for effective and relevant TA professional development. We developed and implemented a research-based professional development program that focuses on preparing TAs to effectively support inquiry-based learning in the lab. We identify positive effects by examining three possible ways in which the professional development might have impacted TAs and their work. First, we examine lab TAs' written reflections to understand the effect of the program on TAs' ways of thinking about student learning. Second, we observe and categorize TA-student interactions in the lab in order to investigate whether TA behaviors are changing after the professional development. Third, we examine students' attitudes toward experimental science and present one example case in which students' attitudes improve for those TAs who `buy in' to the professional development. Our results suggest lab TA professional development may have a tangible positive impact on TA performance and student learning.","PeriodicalId":208063,"journal":{"name":"2019 Physics Education Research Conference Proceedings","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128841564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Computational Essays: An Avenue for Scientific Creativity in Physics 计算论文:物理学中科学创造力的一条途径

2019 Physics Education Research Conference Proceedings Pub Date : 2019-09-27 DOI: 10.1119/perc.2019.pr.Odden

T. O. Odden, Marcos D. Caballero

引用次数: 5

Hidden walls: STEM course barriers identified by students with disabilities 隐藏的墙:残疾学生发现的STEM课程障碍

2019 Physics Education Research Conference Proceedings Pub Date : 2019-09-06 DOI: 10.1119/perc.2019.pr.James

Westley D. James, Kamryn Lamons, R. Spilka, Caroline Bustamante, Erin M. Scanlon, Jacquelyn J. Chini

{"title":"Hidden walls: STEM course barriers identified by students with disabilities","authors":"Westley D. James, Kamryn Lamons, R. Spilka, Caroline Bustamante, Erin M. Scanlon, Jacquelyn J. Chini","doi":"10.1119/perc.2019.pr.James","DOIUrl":"https://doi.org/10.1119/perc.2019.pr.James","url":null,"abstract":"Historically, non-disabled individuals have viewed disability as a personal deficit requiring change to the disabled individual. However, models have emerged from disability activists and disabled intellectuals that emphasize the role of disabling social structures in preventing or hindering equal access across the ability continuum. We used the social relational proposition, which situates disability within the interaction of impairments and particular social structures, to identify disabling structures in introductory STEM courses. We conducted interviews with nine students who identified with a range of impairments about their experiences in introductory STEM courses. We assembled a diverse research team and analyzed the interviews through phenomenological analysis. Participants reported course barriers that prevented effective engagement with course content. These barriers resulted in challenges with time management as well as feelings of stress and anxiety. We discuss recommendations for supporting students to more effectively engage with introductory STEM courses.","PeriodicalId":208063,"journal":{"name":"2019 Physics Education Research Conference Proceedings","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123452956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5