arXiv - PHYS - Physics Education最新文献_第10页

Evaluating the efectiveness of sonifcation in science education using Edukoi 利用 Edukoi 评估科学教育中超声波的效果

arXiv - PHYS - Physics Education Pub Date : 2024-05-29 DOI: arxiv-2405.18908

Lucrezia Guiotto Nai Fovino, Anita Zanella, Luca Di Mascolo, Michele Ginolfi, Nicolò Carpita, Francesco Trovato Manuncola, Massimo Grassi

{"title":"Evaluating the efectiveness of sonifcation in science education using Edukoi","authors":"Lucrezia Guiotto Nai Fovino, Anita Zanella, Luca Di Mascolo, Michele Ginolfi, Nicolò Carpita, Francesco Trovato Manuncola, Massimo Grassi","doi":"arxiv-2405.18908","DOIUrl":"https://doi.org/arxiv-2405.18908","url":null,"abstract":"Science, Technology, Engineering, and Mathematics classes are mainly taught\u0000using visual supports. However, the advancement of technology and the\u0000increasing eforts to equip schools with digital instrumentation have opened up\u0000the possibility of exploring new teaching avenues, such as sonifcation. We\u0000explored the efcacy of sonifcation in education using a novel interactive tool,\u0000Edukoi, in the context of astronomy, which is predominantly disseminated\u0000through spectacular images, animations, and visuals. Edukoi is a motion-sensing\u0000sonifcation tool that converts images to sound in real-time for educational\u0000applications. Our study, conducted with nearly 150 middle-school students,\u0000included a preliminary questionnaire investigating the perception, engagement,\u0000and motivation of students towards science; two sessions dedicated to testing\u0000Edukoi and assessing the potentiality of the software for the recognition of\u0000the colour and the shape of real and sketchy images; and a fnal second\u0000administration of the questionnaire to capture a possible benefcial efect of\u0000the use of the tool in the engagement towards science. Results showed the\u0000efectiveness of Edukoi in colour recognition and reasonable efcacy in shape\u0000identifcation. Although the questionnaire did not reveal an increment in\u0000science engagement over the time of the study, oral feedback from the students\u0000was positive. Edukoi presents a possible alternative teaching aid, potentially\u0000benefting diverse learners, including the visually impaired. Further\u0000developments of the software are needed to enhance its efectiveness in\u0000conveying more complex features such as composite colours or shapes.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141191301","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

Understanding Of Size And Scale And Order-Of-Magnitude Reasoning In Secondary Science: A Teaching Experiment With Worked Examples As Educational Scaffold 中学科学中对大小和比例的理解以及数量级推理：以工作实例为教育支架的教学实验

arXiv - PHYS - Physics Education Pub Date : 2024-05-26 DOI: arxiv-2405.16480

Cedric Loretan, Andreas Müller, Marine Delaval, Sebastien Roch, Laura Weiss

引用次数: 0

Using Jupyter Notebooks to foster computational skills and professional practice in an introductory physics lab course 在物理实验入门课程中使用 Jupyter 笔记本培养计算技能和专业实践能力

arXiv - PHYS - Physics Education Pub Date : 2024-05-26 DOI: arxiv-2405.16675

Eugenio Tufino, Stefano Oss, Micol Alemani

{"title":"Using Jupyter Notebooks to foster computational skills and professional practice in an introductory physics lab course","authors":"Eugenio Tufino, Stefano Oss, Micol Alemani","doi":"arxiv-2405.16675","DOIUrl":"https://doi.org/arxiv-2405.16675","url":null,"abstract":"In this paper, we detail the integration of Python data analysis into a\u0000first-year physics laboratory course, a task accomplished without significant\u0000alterations to the existing course structure. We introduced tailored laboratory\u0000computational learning goals and designed activities to address them. We\u0000emphasise the development and application of Jupyter Notebooks, tailored with\u0000exercises and physics application examples, to facilitate students' mastery of\u0000data analysis programming within the laboratory setting. These Notebooks serve\u0000as a crucial tool in guiding students through the core principles of data\u0000handling and analysis in Python, while working on simple experimental tasks.\u0000The results of the evaluation of this intervention offer insights into the\u0000advantages and challenges associated with early integration of computational\u0000skills in laboratory courses, providing valuable information for educators in\u0000the field of physics education. This study demonstrates a practical and\u0000effective way of embedding computational skills into the physics curriculum,\u0000and contributes to the ongoing efforts of the physics education research\u0000community.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"98 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141173277","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

A Pilot Study from the First Course-Based Undergraduate Research Experience for Online Degree-Seeking Astronomy Students 为申请在线学位的天文学学生开展的首次基于课程的本科生研究体验试点研究

arXiv - PHYS - Physics Education Pub Date : 2024-05-24 DOI: arxiv-2405.15117

Justin Hom, Jennifer Patience, Karen Knierman, Molly N. Simon, Ara Austin

{"title":"A Pilot Study from the First Course-Based Undergraduate Research Experience for Online Degree-Seeking Astronomy Students","authors":"Justin Hom, Jennifer Patience, Karen Knierman, Molly N. Simon, Ara Austin","doi":"arxiv-2405.15117","DOIUrl":"https://doi.org/arxiv-2405.15117","url":null,"abstract":"Research-based active learning approaches are critical for the teaching and\u0000learning of undergraduate STEM majors. Course-based undergraduate research\u0000experiences (CUREs) are becoming more commonplace in traditional, in-person\u0000academic environments, but have only just started to be utilized in online\u0000education. Online education has been shown to create accessible pathways to\u0000knowledge for individuals from nontraditional student backgrounds, and\u0000increasing the diversity of STEM fields has been identified as a priority for\u0000future generations of scientists and engineers. We developed and instructed a\u0000rigorous, six-week curriculum on the topic of observational astronomy,\u0000dedicated to educating second year online astronomy students in practices and\u0000techniques for astronomical research. Throughout the course, the students\u0000learned about telescopes, the atmosphere, filter systems, adaptive optics\u0000systems, astronomical catalogs, and image viewing and processing tools. We\u0000developed a survey informed by previous research validated assessments aimed to\u0000evaluate course feedback, course impact, student self-efficacy, student science\u0000identity and community values, and student sense of belonging. The survey was\u0000administered at the conclusion of the course to all eleven students yielding\u0000eight total responses. Although preliminary, the results of our analysis\u0000indicate that student confidence in utilizing the tools and skills taught in\u0000the course was significant. Students also felt a great sense of belonging to\u0000the astronomy community and increased confidence in conducting astronomical\u0000research in the future.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141166834","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

Characterizing Discourse Group Roles in Inquiry-based University Science Labs 探究式大学科学实验室中的话语群体角色特征

arXiv - PHYS - Physics Education Pub Date : 2024-05-24 DOI: arxiv-2405.15746

Tong Wan, Juliette Pimbert, Ying Cao, Pierre-Philippe A. Ouimet

{"title":"Characterizing Discourse Group Roles in Inquiry-based University Science Labs","authors":"Tong Wan, Juliette Pimbert, Ying Cao, Pierre-Philippe A. Ouimet","doi":"arxiv-2405.15746","DOIUrl":"https://doi.org/arxiv-2405.15746","url":null,"abstract":"Prior research has characterized students' group roles in introductory\u0000physics labs with a focus on what students are handling (e.g., equipment) and\u0000documented gender inequities in student division of labor. However, student\u0000discourse is rarely investigated in university science labs. We aim to bridge\u0000the gap in the literature by characterizing student discourse group roles in\u0000inquiry-based science labs. The instructional context for this study was a\u0000summer program hosted at a private research university in the eastern United\u0000States. The program was designed as a bridge program for matriculating students\u0000who were first generation and/or deaf or hard-of-hearing (DHH). Accommodations\u0000such as interpreters and technology were provided for DHH students. We analyzed\u000015 students' discourse moves in five lab activities from the video recordings,\u0000resulting in a total of 40 student-lab units. We developed codes to describe\u0000student discourse moves: asking a question, proposing an idea, participating in\u0000discussion, chatting off-task, and talking to instructor. We conducted a\u0000cluster analysis using those 40 student-lab units on our quantified discourse\u0000moves to characterize students' discourse styles (i.e., clusters). We\u0000identified four discourse styles, high on-task high social, high on-task low\u0000social, low on-task low social, and low on-task high social. The results show\u0000that individual students tend to demonstrate varying discourse styles in\u0000different lab activities; students' discourse styles within the same groups\u0000tend to be aligned with their group members. Moreover, no difference was\u0000observed in discourse styles between genders, but DHH students were observed to\u0000participate significantly less in group discourse. We propose that group-level\u0000interventions that specifically target discourse should be used to promote\u0000productive and equitable small-group discourse in university science labs.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141166835","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

Breaking Barriers: Investigating Gender Dynamics in Introductory Physics Lab Classes 打破障碍：调查物理入门实验课中的性别动态

arXiv - PHYS - Physics Education Pub Date : 2024-05-23 DOI: arxiv-2405.15049

Bilas Paul, Shantanu Chakraborty, Ganga Sharma

{"title":"Breaking Barriers: Investigating Gender Dynamics in Introductory Physics Lab Classes","authors":"Bilas Paul, Shantanu Chakraborty, Ganga Sharma","doi":"arxiv-2405.15049","DOIUrl":"https://doi.org/arxiv-2405.15049","url":null,"abstract":"The persistent underrepresentation of women and other gender minorities in\u0000physical science fields has been an ongoing concern. This study investigates\u0000gender dynamics in introductory physics laboratory courses, specifically\u0000exploring whether students of different gender identities exhibit equal\u0000inclination and confidence in conducting lab experiments, and whether they face\u0000barriers that impact their participation. The study was conducted across three\u0000institutions, involving non-physics students enrolled in algebra-based and\u0000calculus-based physics courses. Our findings reveal no significant differences\u0000in participation levels across genders in various lab activities. However, a\u0000subtle yet significant trended was observed: non-male students tend to express\u0000greater preferences and comfort levels for note-taking, calculations, and\u0000graphing tasks compared to their male counterparts, who gravitated more towards\u0000hands-on equipment handling. Although no overt barriers deterring participation\u0000based solely on gender were identified, some students reported experiences or\u0000witnessed instances where gender dynamics hindered full engagement, such as\u0000assumptions about competence or difficulty asserting voices in male-dominated\u0000groups. These findings contribute insights into potential gender-based\u0000inclinations and experiences within laboratory environments. The results\u0000underscore the importance of fostering an inclusive climate that encourages\u0000equitable opportunities and engagement from all gender identities in scientific\u0000exploration and learning.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141166830","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

Effective & Ethical Mentorship in Physics and Astronomy through Grassroots Organizations 通过基层组织在物理和天文学领域开展有效和合乎道德的指导工作

arXiv - PHYS - Physics Education Pub Date : 2024-05-23 DOI: arxiv-2405.14761

Natasha Latouf, Emma Schwartzman, Jeffrey McKaig, Sara Doan, Joseph Weingartner

{"title":"Effective & Ethical Mentorship in Physics and Astronomy through Grassroots Organizations","authors":"Natasha Latouf, Emma Schwartzman, Jeffrey McKaig, Sara Doan, Joseph Weingartner","doi":"arxiv-2405.14761","DOIUrl":"https://doi.org/arxiv-2405.14761","url":null,"abstract":"Effective and ethical mentorship practices are crucial to improving\u0000recruitment and retention especially for historically minoritized groups\u0000(HMGs). Spectrum is a diversity, inclusion, equity, and accessibility (DEIA)\u0000grassroots organization committed to empowering equitable excellence through\u0000sustainable change. By improving transparency and DEIA within the fields of\u0000physics and astronomy, we can empower the next generation of diverse scientists\u0000and increase field retention. Starting within our home department at George\u0000Mason University and moving outwards, we ensure our students leave as advocates\u0000for DEIA and AJEDI (access, justice, equity, diversity, and inclusion) through\u0000education and mentorship. Spectrum is providing professionally trained peer\u0000mentors to aid students in all facets of their academic and personal lives.\u0000Although the peer mentoring program existed since the creation of Spectrum in\u0000Spring 2020, we have recently developed and implemented a formal mentorship\u0000training for both student and faculty mentors thus increasing the quality,\u0000trustworthiness, and confidence of our mentors. Using the latest mentorship\u0000research available, this training is developed by Spectrum for George Mason\u0000University, with the ability to implement the training at any institution.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141146599","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

The Bragg Diffraction Experiment Based on Ultrasonic Wave and Artificial Crystal Lattice 基于超声波和人造晶格的布拉格衍射实验

arXiv - PHYS - Physics Education Pub Date : 2024-05-19 DOI: arxiv-2405.11586

Qiusong Chen, Wei Hou, Song Lin, GaoFu Liu, Weiyao Jia

引用次数: 0

From Fourier to Neural ODEs: Flow matching for modeling complex systems 从傅立叶到神经 ODE：复杂系统建模的流量匹配

arXiv - PHYS - Physics Education Pub Date : 2024-05-19 DOI: arxiv-2405.11542

Xin Li, Jingdong Zhang, Qunxi Zhu, Chengli Zhao, Xue Zhang, Xiaojun Duan, Wei Lin

{"title":"From Fourier to Neural ODEs: Flow matching for modeling complex systems","authors":"Xin Li, Jingdong Zhang, Qunxi Zhu, Chengli Zhao, Xue Zhang, Xiaojun Duan, Wei Lin","doi":"arxiv-2405.11542","DOIUrl":"https://doi.org/arxiv-2405.11542","url":null,"abstract":"Modeling complex systems using standard neural ordinary differential\u0000equations (NODEs) often faces some essential challenges, including high\u0000computational costs and susceptibility to local optima. To address these\u0000challenges, we propose a simulation-free framework, called Fourier NODEs\u0000(FNODEs), that effectively trains NODEs by directly matching the target vector\u0000field based on Fourier analysis. Specifically, we employ the Fourier analysis\u0000to estimate temporal and potential high-order spatial gradients from noisy\u0000observational data. We then incorporate the estimated spatial gradients as\u0000additional inputs to a neural network. Furthermore, we utilize the estimated\u0000temporal gradient as the optimization objective for the output of the neural\u0000network. Later, the trained neural network generates more data points through\u0000an ODE solver without participating in the computational graph, facilitating\u0000more accurate estimations of gradients based on Fourier analysis. These two\u0000steps form a positive feedback loop, enabling accurate dynamics modeling in our\u0000framework. Consequently, our approach outperforms state-of-the-art methods in\u0000terms of training time, dynamics prediction, and robustness. Finally, we\u0000demonstrate the superior performance of our framework using a number of\u0000representative complex systems.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141146626","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

Pencil and Paper Electronics: An Accessible Approach to Teaching Basic Physics Concepts 纸笔电子学浅显易懂的基本物理概念教学法

arXiv - PHYS - Physics Education Pub Date : 2024-05-13 DOI: arxiv-2405.07646

Pablo Bastante, Andres Castellanos-Gomez

引用次数: 0