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2022 Physics Education Research Conference Proceedings最新文献

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Leveraging queer epistemic subjectivity to advance justice through physics teaching 利用酷儿认知主体性，透过物理教学推动正义
2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.plenary.pr.mcneill
R. McNeill, Luis A. Leyva, Gary White, Nicollette D. Mitchell
{"title":"Leveraging queer epistemic subjectivity to advance justice through physics teaching","authors":"R. McNeill, Luis A. Leyva, Gary White, Nicollette D. Mitchell","doi":"10.1119/perc.2022.plenary.pr.mcneill","DOIUrl":"https://doi.org/10.1119/perc.2022.plenary.pr.mcneill","url":null,"abstract":"In this paper, we advocate for inclusion of queer and trans* (QT) students in physics by promoting epistemic diversity. We draw on literature documenting racial epistemic oppression and research exploring the experiences of QT students of color in STEM to build theory around intersectional, coalition-building epistemic justice for queer inclusion. We highlight the affordances of physics teaching that embraces queer epistemic subjectivity (ways of thinking shaped by the lived experience of transgressing regulatory categories of sexuality and gender), and offer implications for instructors that cultivate appreciation for diverse approaches to physics learning in the classroom.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114431568","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: 0
Examining community of practice formation within a new informal art and physics program 在一个新的非正式的艺术和物理项目中检查实践社区的形成
2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.prefontaine
Brean Prefontaine, Raymond Smith, Dena Izadi, K. Hinko
{"title":"Examining community of practice formation within a new informal art and physics program","authors":"Brean Prefontaine, Raymond Smith, Dena Izadi, K. Hinko","doi":"10.1119/perc.2022.pr.prefontaine","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.prefontaine","url":null,"abstract":",","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114926483","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: 0
So Unfair it's Fair: Equipment handling in remote versus in-person introductory physics labs 如此不公平，它是公平的:设备处理在远程和现场介绍物理实验室
2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.dew
M. Dew, A. M. Phillips, Samuel Karunwi, Ariel Baksh, Emily M. Stump, N. G. Holmes
{"title":"So Unfair it's Fair: Equipment handling in remote versus in-person introductory physics labs","authors":"M. Dew, A. M. Phillips, Samuel Karunwi, Ariel Baksh, Emily M. Stump, N. G. Holmes","doi":"10.1119/perc.2022.pr.dew","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.dew","url":null,"abstract":"While understanding laboratory equipment is an important learning goal of physics laboratory (lab) instruction, previous studies have found inequities as to who gets to use equipment in in-person lab classes. With the transition to remote learning during the COVID-19 pandemic, class dynamics changed and the effects on equipment usage remain unclear. As part of a larger effort to make intro physics labs more equitable, we investigated student equipment usage based on gender and race in two introductory physics lab courses, one taught in-person and one taught remotely. We found inequities between men and women for in-person instruction, replicating previous work with a new student population. In contrast, we found that remote instruction created a more gender equitable learning environment, albeit with one student typically in charge of the equipment per class session. When we looked at equipment handling based on student race, we found no inequities in either format. These results suggest that changes should be made in introductory labs to create a more gender equitable learning environment and that some aspects of remote labs could help make these labs more equitable. © 2022, American Association of Physics Teachers. All rights reserved.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126909762","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: 0
ADH� Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography 抗利尿激素�障碍?从合作的自我民族志中发现ADHD和物理学习
2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.salty
Kaleigh I. Salty, Anthony E. Gobernatz, Eleanor W. Close
{"title":"ADH� Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography","authors":"Kaleigh I. Salty, Anthony E. Gobernatz, Eleanor W. Close","doi":"10.1119/perc.2022.pr.salty","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.salty","url":null,"abstract":"","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121907768","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: 0
Exploring faculty's explanations of enrollment issues: where does responsibility and control reside? 探究教师对招生问题的解释:责任和控制在哪里?
2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.dalka
Robert P. Dalka, C. Turpen, J. Corbo, D. Craig
{"title":"Exploring faculty's explanations of enrollment issues: where does responsibility and control reside?","authors":"Robert P. Dalka, C. Turpen, J. Corbo, D. Craig","doi":"10.1119/perc.2022.pr.dalka","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.dalka","url":null,"abstract":"This study aims to understand how physics faculty seeking guidance in making departmental changes related to recruitment and retention frame the challenges in their program. We focus our analysis on one set of applications submitted to the Departmental Action Leadership Institute (DALI) in its first year of operation. DALI is the community engagement activity of the Effective Practices for Physics Programs (EP3) initiative. It brings together a cohort of physics faculty to apprentice into strategies for sustainable institutional change and facilitation practices associated with leading change teams. Through analysis of DALI applications, we find that many applicants attribute their enrollment challenges to sources outside of their immediate control, while those that do propose solutions to these challenges primarily focus on curriculum change. By understanding how DALI applicants frame their enrollment challenges, developers of departmental change resources can better mold their recommendations and community engagement activities to what is needed, whether that be meeting faculty and departments where they are at or pushing departments to explore new strategies and frameworks for evaluating their challenges.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129742277","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: 0
Examining how problem design relates to computational thinking practices 研究问题设计与计算思维实践的关系
2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.bott
Theodore E. Bott, Tyler Stump, Marcos D. Caballero, Daryl McPadden, P. Irving
{"title":"Examining how problem design relates to computational thinking practices","authors":"Theodore E. Bott, Tyler Stump, Marcos D. Caballero, Daryl McPadden, P. Irving","doi":"10.1119/perc.2022.pr.bott","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.bott","url":null,"abstract":"With the growing ubiquity of computation in STEM fields, understanding how to teach computational thinking (CT) practices has become an active research area in the last two decades, with particular emphasis on developing CT frameworks. In this paper, we apply one of these CT frameworks and compare the results with a task analysis to examine how CT practices relate to specific design features of an in-class problem. We have analyzed video data from two separate groups working on one computational class period, which utilizes a minimally working program to model magnetic field vectors. While still in the initial stages of the study, our preliminary results indicate that what is left out of the minimally working program will impact the CT practices students use, particularly around building computational models. Ultimately, we hope this work will help instructors to design activities that can target & build specific CT practices.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"54 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134448825","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: 0
Queering methodologies in physics education research 物理教育研究中的古怪方法论
2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.swirtz
Madison Swirtz, Ram�n S. Barthelemy
{"title":"Queering methodologies in physics education research","authors":"Madison Swirtz, Ram�n S. Barthelemy","doi":"10.1119/perc.2022.pr.swirtz","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.swirtz","url":null,"abstract":"Queer theory in STEM education research is often used as a synonym for studying LGBT+ students or queer issues. However, queer theory and queer methods can be applied to discipline-based education research far more broadly. In this paper I introduce a unique perspective on \"queering\" quantitative and qualitative research methods and highlight some of the ways these methods are already compatible with the goals of physics education research. This will include discussions of deconstructing binaries, empowering participants in the research process, and reimagining study design to attain novel insights about the experiences of physicists.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134608579","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: 2
A case of productive confirmation framing in an introductory lab 介绍性实验中生产性确认框架的案例
2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.descamps
Ian Descamps, Sophia M. Jeon, David M. Hammer
{"title":"A case of productive confirmation framing in an introductory lab","authors":"Ian Descamps, Sophia M. Jeon, David M. Hammer","doi":"10.1119/perc.2022.pr.descamps","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.descamps","url":null,"abstract":"Students’ framing of an activity – their understanding of “what is it that’s going on here” [1] – shapes how they act, think, and learn. Prior research suggests that framing instructional physics laboratory activities as confirming known results is problematic for learning [2, 3]. Here, we complicate those findings by presenting a case-study of students who exhibit confirmation framing as they engage in productive behavior. In this case, data that are inconsistent with the theoretical model of the lab motivate a genuine problem for the three students, who troubleshoot their apparatus and analyze their data to construct an explanation for this anomaly. We claim that their productive behavior is supported by their confirmation framing; put another way, we claim that their confirmation framing engenders their productive behavior: the students seek to explain how they could have caused this error. The case-study reported on here is part of a larger project studying student behavior in non-traditional physics labs.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"179 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132302978","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: 2
Development, validation and online and in-person implementation of clicker question sequence on quantum measurement uncertainty 量子测量不确定度的点击题序列的开发、验证及在线和现场实现
2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.hu
Peter Hu, Yangqiuting Li, C. Singh
{"title":"Development, validation and online and in-person implementation of clicker question sequence on quantum measurement uncertainty","authors":"Peter Hu, Yangqiuting Li, C. Singh","doi":"10.1119/perc.2022.pr.hu","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.hu","url":null,"abstract":",","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128085526","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: 0
Investigating experiences of a Black woman in physics and astronomy 调查一位黑人女性在物理学和天文学方面的经历
2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.santana
Lisabeth M. Santana, C. Singh
{"title":"Investigating experiences of a Black woman in physics and astronomy","authors":"Lisabeth M. Santana, C. Singh","doi":"10.1119/perc.2022.pr.santana","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.santana","url":null,"abstract":"This research focuses on the experiences of physics and astronomy graduate women of color. We conducted semi-structured, empathetic interviews to understand their experiences in their graduate program and how they navigate the physics department at a large research university, which is a predominantly white institution. The interviews are guided by critical race theory (CRT). We use CRT to examine how racial identities play a role in the obstacles faced by these women, including interactions with peers and faculty members. In this paper, we focus on the experiences of a Black woman in physics, Linda, to understand how her marginalized identities affected her experiences in physics during her undergraduate and graduate programs. The themes that emerged from Linda’s interview include lack of support, more than just doing physics, and persistence in physics.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132971936","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: 0
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