arXiv - PHYS - Physics Education最新文献_第7页

Exploring Subfield Interest Development in Undergraduate Physics Students through Social Cognitive Career Theory 通过社会认知职业理论探究物理系本科生的副领域兴趣发展

arXiv - PHYS - Physics Education Pub Date : 2024-07-10 DOI: arxiv-2407.07808

Dina Zohrabi Alaee, Benjamin M. Zwickl

{"title":"Exploring Subfield Interest Development in Undergraduate Physics Students through Social Cognitive Career Theory","authors":"Dina Zohrabi Alaee, Benjamin M. Zwickl","doi":"arxiv-2407.07808","DOIUrl":"https://doi.org/arxiv-2407.07808","url":null,"abstract":"This study aims to understand how undergraduate physics majors develop an\u0000interest in specific subfields. We examine interest formation through the lens\u0000of Social Cognitive Career Theory (SCCT) by exploring four key SCCT constructs:\u0000learning experiences, self-efficacy, outcome expectations, and proximal\u0000environmental influences. We conducted 27 interviews with physics majors across\u0000various years of study between 2020 and 2022. Our first research question\u0000analyzes SCCT constructs to provide detailed insights into the interest\u0000formation of various subfields of physics. Examining these constructs, we\u0000better understand the factors influencing students' preferences toward specific\u0000subfields. Our findings indicate that positive class experiences and\u0000experimental opportunities significantly impacted students' interest in\u0000different subfields of physics. This understanding helped us explore\u0000significant variations in interest formation between astrophysics and\u0000biomedical physics in Research Question 2. By understanding how students decide\u0000about their interests, we can provide valuable insights for physics departments\u0000and career guidance professionals.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141586300","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

Prevalence of a growth mindset among introductory astronomy students 天文学入门学生中成长心态的普遍性

arXiv - PHYS - Physics Education Pub Date : 2024-07-08 DOI: arxiv-2407.06147

Moire K. M. PrescottNew Mexico State University, Laura MadsonNew Mexico State University, Sandra M. WayNew Mexico State University, Kelly N. SandersonNew Mexico State University

{"title":"Prevalence of a growth mindset among introductory astronomy students","authors":"Moire K. M. PrescottNew Mexico State University, Laura MadsonNew Mexico State University, Sandra M. WayNew Mexico State University, Kelly N. SandersonNew Mexico State University","doi":"arxiv-2407.06147","DOIUrl":"https://doi.org/arxiv-2407.06147","url":null,"abstract":"While many previous studies have indicated that encouraging a growth mindset\u0000can improve student learning outcomes, this conclusion's applicability to\u0000college-level astronomy classrooms remains poorly understood owing to the\u0000variation in students' overall and domain-specific learning attitudes. To\u0000address this, we surveyed undergraduate students in an introductory astronomy\u0000class about their attitudes towards learning astronomy over the course of five\u0000semesters. Overall, students felt an affinity for astronomy, felt moderately\u0000competent, perceived astronomy to be intermediate in terms of difficulty, and\u0000agreed strongly with standard statements reflecting a \"growth mindset,\" i.e.,\u0000the belief that intelligence is malleable rather than fixed from birth. Their\u0000responses were stable over the course of the semester and did not appear to\u0000depend strongly on student demographics. The unexpected start of the COVID-19\u0000pandemic and the associated shift to all-virtual learning correlated with a\u0000drop in their affinity for astronomy, a small decrease in their perceived\u0000competence, and an increase in the perceived difficulty of the topic. Their\u0000overall learning mindset showed negligible change during this time, emphasizing\u0000the stability of their belief in a growth mindset as compared to other measured\u0000learning attitudes. However, more nuanced questions about their behaviors and\u0000interpretations in the classroom, about how they felt \"in the moment\", and\u0000about what factors were most important for their success in the class revealed\u0000significantly lower alignment with a growth mindset. This suggests that while\u0000introductory astronomy students may believe that they have a growth mindset,\u0000this mindset is not necessarily reflected in their self-reported classroom\u0000behaviors or measured responses to actual learning challenges.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141571030","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

SimPal: Towards a Meta-Conversational Framework to Understand Teacher's Instructional Goals for K-12 Physics SimPal：建立元对话框架，了解 K-12 物理教师的教学目标

arXiv - PHYS - Physics Education Pub Date : 2024-07-08 DOI: arxiv-2407.06241

Effat FarhanaSantu, Souvika SarkarSantu, Ralph KnipperSantu, Indrani DeySantu, Hari NarayananSantu, Sadhana PuntambekarSantu, Shubhra Kanti KarmakerSantu

{"title":"SimPal: Towards a Meta-Conversational Framework to Understand Teacher's Instructional Goals for K-12 Physics","authors":"Effat FarhanaSantu, Souvika SarkarSantu, Ralph KnipperSantu, Indrani DeySantu, Hari NarayananSantu, Sadhana PuntambekarSantu, Shubhra Kanti KarmakerSantu","doi":"arxiv-2407.06241","DOIUrl":"https://doi.org/arxiv-2407.06241","url":null,"abstract":"Simulations are widely used to teach science in grade schools. These\u0000simulations are often augmented with a conversational artificial intelligence\u0000(AI) agent to provide real-time scaffolding support for students conducting\u0000experiments using the simulations. AI agents are highly tailored for each\u0000simulation, with a predesigned set of Instructional Goals (IGs), making it\u0000difficult for teachers to adjust IGs as the agent may no longer align with the\u0000revised IGs. Additionally, teachers are hesitant to adopt new third-party\u0000simulations for the same reasons. In this research, we introduce SimPal, a\u0000Large Language Model (LLM) based meta-conversational agent, to solve this\u0000misalignment issue between a pre-trained conversational AI agent and the\u0000constantly evolving pedagogy of instructors. Through natural conversation with\u0000SimPal, teachers first explain their desired IGs, based on which SimPal\u0000identifies a set of relevant physical variables and their relationships to\u0000create symbolic representations of the desired IGs. The symbolic\u0000representations can then be leveraged to design prompts for the original AI\u0000agent to yield better alignment with the desired IGs. We empirically evaluated\u0000SimPal using two LLMs, ChatGPT-3.5 and PaLM 2, on 63 Physics simulations from\u0000PhET and Golabz. Additionally, we examined the impact of different prompting\u0000techniques on LLM's performance by utilizing the TELeR taxonomy to identify\u0000relevant physical variables for the IGs. Our findings showed that SimPal can do\u0000this task with a high degree of accuracy when provided with a well-defined\u0000prompt.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141571032","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

Design of a multisensory planetarium 设计多感官天文馆

arXiv - PHYS - Physics Education Pub Date : 2024-07-08 DOI: arxiv-2407.05801

Stefania Varano, Federico Di Giacomo

引用次数: 0

Exploring the Educational Landscape of AI: Large Language Models' Approaches to Explaining Conservation of Momentum in Physics 探索人工智能的教育前景：大语言模型解释物理学中动量守恒的方法

arXiv - PHYS - Physics Education Pub Date : 2024-07-07 DOI: arxiv-2407.05308

Keisuke Sato

{"title":"Exploring the Educational Landscape of AI: Large Language Models' Approaches to Explaining Conservation of Momentum in Physics","authors":"Keisuke Sato","doi":"arxiv-2407.05308","DOIUrl":"https://doi.org/arxiv-2407.05308","url":null,"abstract":"The integration of Large Language Models (LLMs) in education offers both\u0000opportunities and challenges, particularly in fields like physics that demand\u0000precise conceptual understanding. This study examines the capabilities of six\u0000state-of-the-art LLMs in explaining the law of conservation of momentum, a\u0000fundamental principle in physics. By analyzing responses to a consistent,\u0000simple prompt in Japanese, we assess the models' explanatory approaches, depth\u0000of understanding, and adaptability to different educational levels.Our\u0000comprehensive analysis, encompassing text characteristics, response similarity,\u0000and keyword usage, unveils significant diversity in explanatory styles across\u0000models. ChatGPT4.0 and Coral provided more comprehensive and technically\u0000detailed explanations, while Gemini models tended toward more intuitive\u0000approaches. Key findings include variations in the treatment of critical\u0000concepts such as net force, and differing emphases on mathematical rigor and\u0000real-world applications.The results indicate that different AI models may be\u0000more suitable for various educational contexts, ranging from introductory to\u0000advanced levels. ChatGPT4.0 and Coral demonstrated potential for advanced\u0000discussions, while Gemini models appeared more appropriate for introductory\u0000explanations. Importantly, the study underscores the necessity of educator\u0000guidance in effectively leveraging these AI tools, as models varied in their\u0000ability to convey nuanced aspects of physical principles.This research\u0000establishes a foundation for understanding the educational potential of LLMs in\u0000physics, providing insights for educators on integrating these tools into their\u0000teaching practices. It also highlights the need for further investigation into\u0000AI-assisted learning in STEM fields, paving the way for more sophisticated\u0000applications of AI in physics education.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141571033","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

Student reasoning about quantum mechanics while working with physical experiments 学生在进行物理实验时对量子力学的推理

arXiv - PHYS - Physics Education Pub Date : 2024-06-29 DOI: arxiv-2407.00274

Victoria Borish, H. J. Lewandowski

{"title":"Student reasoning about quantum mechanics while working with physical experiments","authors":"Victoria Borish, H. J. Lewandowski","doi":"arxiv-2407.00274","DOIUrl":"https://doi.org/arxiv-2407.00274","url":null,"abstract":"Instruction in quantum mechanics is becoming increasingly important as the\u0000field is not only a key part of modern physics research, but is also important\u0000for emerging technologies. However, many students regard quantum mechanics as a\u0000particularly challenging subject, in part because it is considered very\u0000mathematical and abstract. One potential way to help students understand and\u0000contextualize unintuitive quantum ideas is to provide them opportunities to\u0000work with physical apparatus demonstrating these phenomena. In order to\u0000understand how working with quantum experiments affects students' reasoning, we\u0000performed think-aloud lab sessions of two pairs of students as they worked\u0000through a sequence of quantum optics experiments that demonstrated\u0000particle-wave duality of photons. Analyzing the in-the-moment student thinking\u0000allowed us to identify the resources students activated while reasoning through\u0000the experimental evidence of single-photon interference, as well as student\u0000ideas about what parts of the experiments were quantum versus classical. This\u0000work will aid instructors in helping their students construct an understanding\u0000of these topics from their own ideas and motivate future investigations into\u0000the use of hands-on opportunities to facilitate student learning about quantum\u0000mechanics.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141547954","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

Statistical Analysis on Scale and Regional Distribution of Undergraduate Physics Programs in Korean Universities 韩国大学物理本科专业的规模和地区分布统计分析

arXiv - PHYS - Physics Education Pub Date : 2024-06-28 DOI: arxiv-2406.19679

Gahyoun Gim, Sang Hoon Lee

{"title":"Statistical Analysis on Scale and Regional Distribution of Undergraduate Physics Programs in Korean Universities","authors":"Gahyoun Gim, Sang Hoon Lee","doi":"arxiv-2406.19679","DOIUrl":"https://doi.org/arxiv-2406.19679","url":null,"abstract":"We report on the temporal changes in undergraduate-level physics programs at\u0000Korean universities from 1915 to 2023 by analyzing data on physics-related\u0000departments and their students using basic statistics and the scaling theory of\u0000statistical physics. Our analysis reveals that the number of departments peaked\u0000around the turn of the 21st century, and it has been steadily decreasing ever\u0000since, with particularly severe declines in private universities located\u0000outside the capital region. Besides the change in the overall numbers, we also\u0000show the change in the self-identity of physics-related departments reflected\u0000in department names, which reveals a recent trend of emphasizing more\u0000application-side such as semiconductors and data. As a sophisticated measure to\u0000quantify regional imbalances relative to the population eligible for higher\u0000education, we present scaling exponents from the scaling theory, which shows a\u0000shift from sublinear to linear for departments and a shift from linear to\u0000superlinear for students. The result indicates the exacerbation of the regional\u0000imbalance of university-level physics education in Korea.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141520188","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 Faculty Online Learning Community Interactions Using Social Network Analysis 利用社交网络分析确定教师在线学习社区互动的特征

arXiv - PHYS - Physics Education Pub Date : 2024-06-28 DOI: arxiv-2407.00193

Emily Bolger, Marius Nwobi, Marcos D. Caballero

引用次数: 0

Assisting Tibetan Students in Learning Quantum Mechanics via Mathematica 通过 Mathematica 帮助藏族学生学习量子力学

arXiv - PHYS - Physics Education Pub Date : 2024-06-27 DOI: arxiv-2406.18810

Guangtian Zhu, Jing Hu, Chun Du

引用次数: 0

Why Teach Quantum In Your Own Time: The Values of Grassroots Organizations Involved in Quantum Technologies Education and Outreach 为什么要在自己的时间里教授量子：参与量子技术教育和推广的基层组织的价值观

arXiv - PHYS - Physics Education Pub Date : 2024-06-26 DOI: arxiv-2406.18761

Ulrike Genenz, Neelanjana Anne, Zeynep Kılıç, Daniel Matthews, Oya Ok, Adrian Schmidt, Zeki Can Seskir

{"title":"Why Teach Quantum In Your Own Time: The Values of Grassroots Organizations Involved in Quantum Technologies Education and Outreach","authors":"Ulrike Genenz, Neelanjana Anne, Zeynep Kılıç, Daniel Matthews, Oya Ok, Adrian Schmidt, Zeki Can Seskir","doi":"arxiv-2406.18761","DOIUrl":"https://doi.org/arxiv-2406.18761","url":null,"abstract":"This paper examines the intersection of goals and values within grassroots\u0000organizations operating in the realm of quantum technologies (QT) education. It\u0000delineates a fundamental distinction between the objective to provide education\u0000and the drive to democratize learning through principles of inclusivity,\u0000accessibility, and diversity. The analysis reveals how these organizations\u0000navigate their nascent stages, grappling with the dual challenge of adhering to\u0000their foundational values while aspiring for sustainable growth and development\u0000in the highly specialized field of QT. The study uncovers the strategic\u0000approaches adopted by these entities, including efforts to create educational\u0000ecosystems and foster community engagement. The research underscores the\u0000potential vulnerabilities of these grassroots organizations, particularly in\u0000relation to the longevity and evolution of their initiatives as members\u0000transition into professional roles within the quantum sector. Through this\u0000investigation, the paper contributes to a nuanced understanding of how emerging\u0000educational organizations in the QT field balance their ideological commitments\u0000with practical growth considerations, highlighting the critical factors that\u0000influence their trajectory and impact.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141520189","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