2022 Physics Education Research Conference Proceedings最新文献_第4页

Introducing the Departmental Action Leadership Institute and its preliminary outcomes 介绍部门行动领导学院及其初步成果

2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.corbo

J. Corbo, D. Craig, Robert P. Dalka, C. Turpen

引用次数: 2

Assessing the efficacy of a new online game and simulation to teach electric fields 评估一个新的在线游戏和模拟教学电场的效果

2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.mburu

Ted Mburu, Liana Rodelli, Colleen Countryman

引用次数: 0

Introducing political disability identity as a framework for studying disability in physics 引入政治残障认同作为残障物理研究的框架

2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.mcdermott

Liam G. E. McDermott

引用次数: 0

Analyzing Multiple-Choice-Multiple-Response Items Using Item Response Theory 运用项目反应理论分析多项选择-多项反应项目

2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.smith

Trevor I. Smith, Philip Eaton, Suzanne White Brahmia, Alexis Olsho, Charlotte Zimmerman, A. Boudreaux

引用次数: 1

Insights into Student Metacognition from Reflective Writing in an Introductory Studio Physics Course 从物理入门课的反思性写作洞察学生的元认知

2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.pressler

P. Pressler, A. Anderson, Katherine Humphreys, M. Swartz, W. Lane

引用次数: 0

Impact of mathematical reasoning on students� understanding of quantum optics 数学推理对学生理解量子光学的影响

2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.justice

Paul Justice, E. Marshman, Chandralekha Singh

引用次数: 0

Finding Derivatives from an Equipotential Graph 求等势图的导数

2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.emigh

Paul J. Emigh, C. Manogue

{"title":"Finding Derivatives from an Equipotential Graph","authors":"Paul J. Emigh, C. Manogue","doi":"10.1119/perc.2022.pr.emigh","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.emigh","url":null,"abstract":"We examine how upper-division physics students ﬁnd derivatives from an equipotential graph in an individual interview setting. We focus speciﬁcally on identifying the different kinds of behavior that students engage in when ﬁnding a derivative from an equipotential graph, and also on the representational elements that students use or introduce during their work. We ﬁnd that the students were able to ﬁnd the derivative successfully using a ratio-of-small-changes approach. Students engaged in behavior like sketching straight lines or arrows on the given graph as a way to choose points for calculating a ratio and to keep one variable constant for the derivative. We also saw students make sense of the equipotential graph and reinterpret the derivative they found using those representations using two other graphical representations: cross-sections and three-dimensional plastic surfaces. We ﬁnd these results encouraging because the students had studied equipotential graphs and derivatives as ratios-of-small-changes as part of their junior-level electrostatics, suggesting that such a course is effective at helping students develop representational ﬂuency for working with multivariable derivatives.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"7 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":"121958239","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

The Epic and the Tragedy: Narratives of a Disabled Physics Student 史诗与悲剧:一个残疾物理学生的叙述

2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.oleynik

Dan P. Oleynik, Erin M. Scanlon, Jacquelyn J. Chini

引用次数: 1

Assessing physics quantitative literacy in algebra-based physics: lessons learned 在基于代数的物理中评估物理定量素养:经验教训

2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.zimmerman

Charlotte Zimmerman, Andrew McCarty, Suzanne White Brahmia, Alexis Olsho, M. De Cock, A. Boudreaux, Trevor I. Smith, Philip Eaton

{"title":"Assessing physics quantitative literacy in algebra-based physics: lessons learned","authors":"Charlotte Zimmerman, Andrew McCarty, Suzanne White Brahmia, Alexis Olsho, M. De Cock, A. Boudreaux, Trevor I. Smith, Philip Eaton","doi":"10.1119/perc.2022.pr.zimmerman","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.zimmerman","url":null,"abstract":"Physics quantitative literacy (PQL)—applying familiar mathematics in novel ways in the context of physics— is ubiquitous across physics classrooms. The Physics Inventory for Quantitative Literacy, or PIQL, is a recently published reasoning inventory that can be used to assess PQL from calculus-based introductory physics through upper division courses (White Brahmia et al. 2021). There remains a need, however, for assessment of quantitative reasoning at the algebra-based level which includes not only algebra-based college courses but also pre-college physics courses. We present recent work adapting the PIQL to an algebra-based context towards developing the GERQN—the Generalized Equation-based Reasoning inventory for Quantities and Negativity. We report lessons learned from our efforts to adapt items from the calculus-based PIQL to the algebra-based GERQN, and provide examples of how items were revised to be within students proximal zone. We also report on our experience translating the GERQN into Flemish as part of a larger, on-going research project, and what we learned about language accessibility for native and non-native English speakers alike for developing assessment items, curricular materials, and when speaking with students.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"36 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":"123190935","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

Reworking exam problems to incentivize improved performance in upper-division electrodynamics 修改考试题目以激励学生在高年级电动力学方面的表现

2022 Physics Education Research Conference Proceedings Pub Date : 2022-09-22 DOI: 10.1119/perc.2022.pr.mason

Andrew J. Mason, J. Colton

{"title":"Reworking exam problems to incentivize improved performance in upper-division electrodynamics","authors":"Andrew J. Mason, J. Colton","doi":"10.1119/perc.2022.pr.mason","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.mason","url":null,"abstract":": A previous study showed that incentivizing students to correct mistakes on unit exam problems within an upper-division quantum mechanics course improved students’ problem-solving efforts on those same problems in a final exam environment, relative to a comparison group of students who were not incentivized. We attempt to replicate the quantitative portion of this study within a first-semester upper-division electromagnetism course, specifically examining students’ invoking correct concepts and applying those concepts correctly. A statistical comparison of students who accepted the offer to rework unit exam problems for partial credit, versus students who declined the offer, demonstrates a better improvement for students who chose to rework relative to students who declined. As the results suggested that unit exam performance might provide a covariate within the comparison of choice to rework between groups, the results were analyzed using ANCOVA; to understand the effect size, a pre-post normalized gain comparison was also made; statistical results were consistent across both measurements. Results additionally appear to show that incentivization works more specifically for invoking correct concepts on a primarily conceptual problem, and more specifically for applying concepts correctly on a primarily algorithmic problem. Future plans include a more complete analytical framework using think-aloud protocol interviews for students from the sample, as well as more statistical detail to determine the interaction between unit exam score and choice to rework problems.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"4178 4 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":"127570264","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