Physical Review Special Topics-Physics Education Research最新文献_第10页

Gender Discrimination in Physics and Astronomy: Graduate Student Experiences of Sexism and Gender Microaggressions. 物理学和天文学中的性别歧视:研究生的性别歧视和性别微侵犯经历。

Physical Review Special Topics-Physics Education Research Pub Date : 2016-08-01 DOI: 10.1103/PHYSREVPHYSEDUCRES.12.020119

Ramón S. Barthelemy, Melinda McCormick, C. Henderson

引用次数: 115

Exploring possible selves in a first-year physics foundation class: Engaging students by establishing relevance 在一年级的物理基础课程中探索可能的自我:通过建立相关性来吸引学生

Physical Review Special Topics-Physics Education Research Pub Date : 2016-03-07 DOI: 10.1103/PHYSREVPHYSEDUCRES.12.010120

D. Bennett, L. Roberts, C. Creagh

引用次数: 11

Generalizing a categorization of students' interpretations of linear kinematics graphs 概括学生对线性运动学图的解释分类

Physical Review Special Topics-Physics Education Research Pub Date : 2016-01-01 DOI: 10.1103/PHYSREVPHYSEDUCRES.12.010108

L. Bollen, M. Cock, K. Zuza, J. Guisasola, P. V. Kampen

引用次数: 39

Drawing and using free body diagrams: Why it may be better not to decompose forces? 绘制和使用自由体图:为什么不分解力可能更好?

Physical Review Special Topics-Physics Education Research Pub Date : 2015-12-29 DOI: 10.1103/PHYSREVSTPER.11.020137

I. Aviani, N. Erceg, V. Mešić

{"title":"Drawing and using free body diagrams: Why it may be better not to decompose forces?","authors":"I. Aviani, N. Erceg, V. Mešić","doi":"10.1103/PHYSREVSTPER.11.020137","DOIUrl":"https://doi.org/10.1103/PHYSREVSTPER.11.020137","url":null,"abstract":"In this study we investigated how two different approaches to drawing free body diagrams influence the development of students' understanding of Newton's laws including their ability to identify real forces. For this purpose we developed a 12- item two-tier multiple choice survey and conducted a quasi-experiment. This experiment included two groups of first-year physics students from Rijeka (RG) and Split (SG) University. Students from both groups solved mechanics problems for a period of two class hours. The only difference was that RG students used the superposition of forces approach to solving mechanics problems and in SG the decomposition of forces approach has been used. The ANCOVA showed a statistically significant difference in favour of RG, whereby the effect sizes were moderate to large, and largest differences have been observed in the ability of identifying real forces. Students from the control group (SG) more often exhibited the misconception that forces and their components act on a body independently and simultaneously. Our results support the idea that the practice of resolving forces into components may not be the most effective way to develop understanding of Newton's laws and the concept of force.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"88 1","pages":"020137"},"PeriodicalIF":0.0,"publicationDate":"2015-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85498915","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: 27

Combination of interventions can change students’ epistemological beliefs 干预组合可以改变学生的认识论信念

Physical Review Special Topics-Physics Education Research Pub Date : 2015-12-21 DOI: 10.1103/PHYSREVSTPER.11.020136

C. Kalman, Mandana Sobhanzadeh, Rob Thompson, A. Ibrahim, Xihui Wang

引用次数: 18

Stimulated recall interviews for describing pragmatic epistemology 刺激回忆访谈描述语用认识论

Physical Review Special Topics-Physics Education Research Pub Date : 2015-12-01 DOI: 10.1103/PHYSREVSTPER.11.020138

Christopher W. Shubert, D. Meredith

引用次数: 16

Student ability to distinguish between superposition states and mixed states in quantum mechanics 学生在量子力学中区分叠加态和混合态的能力

Physical Review Special Topics-Physics Education Research Pub Date : 2015-11-25 DOI: 10.1103/PHYSREVSTPER.11.020135

G. Passante, Paul J. Emigh, Peter S. Shaffer

引用次数: 15

Students' Proficiency Scores within Multitrait Item Response Theory. 多特质项目反应理论下的学生熟练程度得分。

Physical Review Special Topics-Physics Education Research Pub Date : 2015-11-19 DOI: 10.1103/PHYSREVSTPER.11.020134

T. Scott, D. Schumayer

{"title":"Students' Proficiency Scores within Multitrait Item Response Theory.","authors":"T. Scott, D. Schumayer","doi":"10.1103/PHYSREVSTPER.11.020134","DOIUrl":"https://doi.org/10.1103/PHYSREVSTPER.11.020134","url":null,"abstract":"In this paper we present a series of item response models of data collected using the Force Concept Inventory. The Force Concept Inventory (FCI) was designed to poll the Newtonian conception of force viewed as a multidimensional concept, that is, as a complex of distinguishable conceptual dimensions. Several previous studies have developed single-trait item response models of FCI data; however, we feel that multidimensional models are also appropriate given the explicitly multidimensional design of the inventory. The models employed in the research reported here vary in both the number of fitting parameters and the number of underlying latent traits assumed. We calculate several model information statistics to ensure adequate model fit and to determine which of the models provides the optimal balance of information and parsimony. Our analysis indicates that all item response models tested, from the single-trait Rasch model through to a model with ten latent traits, satisfy the standard requirements of fit. However, analysis of model information criteria indicates that the five-trait model is optimal. We note that an earlier factor analysis of the same FCI data also led to a five-factor model. Furthermore the factors in our previous study and the traits identified in the current work match each other well. The optimal five-trait model assigns proficiency scores to all respondents for each of the five traits. We construct a correlation matrix between the proficiencies in each of these traits. This correlation matrix shows strong correlations between some proficiencies, and strong anticorrelations between others. We present an interpretation of this correlation matrix.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"29 1","pages":"020134"},"PeriodicalIF":0.0,"publicationDate":"2015-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89831676","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: 33

Judgments of physics problem difficulty among experts and novices 专家与新手对物理问题难易程度的判断

Physical Review Special Topics-Physics Education Research Pub Date : 2015-10-23 DOI: 10.1103/PHYSREVSTPER.11.020128

Witat Fakcharoenphol, Jason W. Morphew, J. Mestre

{"title":"Judgments of physics problem difficulty among experts and novices","authors":"Witat Fakcharoenphol, Jason W. Morphew, J. Mestre","doi":"10.1103/PHYSREVSTPER.11.020128","DOIUrl":"https://doi.org/10.1103/PHYSREVSTPER.11.020128","url":null,"abstract":"Students’ ability to effectively study for an exam, or to manage their time during an exam, is related to their metacognitive capacity. Prior research has demonstrated the effective use of metacognitive strategies during learning and retrieval is related to content expertise. Students also make judgments of their own learning and of problem difficulty to guide their studying. This study extends prior research by investigating the accuracy of novices’ and experts’ ability to judge problem difficulty across two experiments; here “accuracy” refers to whether or not their judgments of problem difficulty corresponds with actual exam performance in an introductory mechanics physics course. In the first experiment, physics education research (PER) experts judged the difficulty of introductory physics problems and provided the rationales behind their judgments. Findings indicate that experts use a number of different problem features to make predictions of problem difficulty. While experts are relatively accurate in judging problem difficulty, their content expertise may interfere with their ability to predict student performance on some question types. In the second experiment novices and “near experts” (graduate TAs) judged which question from a problem pair (taken from a real exam) was more difficult. The results indicate that judgments of problem difficulty are more accurate for those with greater content expertise, suggesting that the ability to predict problem difficulty is a trait of expertise which develops with experience.","PeriodicalId":49697,"journal":{"name":"Physical Review Special Topics-Physics Education Research","volume":"37 1","pages":"020128"},"PeriodicalIF":0.0,"publicationDate":"2015-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89270058","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: 25

Students' Framing of Laboratory Exercises Using Infrared Cameras. 学生用红外线摄影机拍摄实验习题。

Physical Review Special Topics-Physics Education Research Pub Date : 2015-10-22 DOI: 10.1103/PHYSREVSTPER.11.020127

Jesper Haglund, Fredrik Jeppsson, David Hedberg, K. Schönborn

引用次数: 18