arXiv - PHYS - Physics Education最新文献

{"title":"A computational materials science paradigm for a Course-based Undergraduate Research Experience (CURE)","authors":"David A. Strubbe","doi":"arxiv-2406.08142","DOIUrl":"https://doi.org/arxiv-2406.08142","url":null,"abstract":"Course-based Undergraduate Research Experiences (CUREs) bring the excitement\u0000of research into the classroom to improve learning and the sense of belonging\u0000in the field. They can reach more students, earlier in their studies, than\u0000typical undergraduate research. Key aspects are: students learn and use\u0000research methods, give input into the project, generate new research data, and\u0000analyze it to draw conclusions that are not known beforehand. CUREs are common\u0000in other fields but have been rare in materials science and engineering. I\u0000propose a paradigm for computational material science CUREs, enabled by\u0000web-based simulation tools from nanoHUB.org that require minimal computational\u0000skills. After preparatory exercises, students each calculate part of a set of\u0000closely related materials, following a defined protocol to contribute to a\u0000novel class dataset which they analyze, and also calculate an additional\u0000property of their choice. This approach has been used successfully in several\u0000class projects.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"2012 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141520194","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}

{"title":"Python4Physics: A physics outreach program","authors":"Raúl Briceño, Ted Rogers","doi":"arxiv-2406.07668","DOIUrl":"https://doi.org/arxiv-2406.07668","url":null,"abstract":"We describe a summer outreach program developed to cultivate interest in\u0000physics in particular and physical sciences more broadly among high school and\u0000early college students using small projects in the Python programming language.\u0000We discuss the lessons we learned in the hopes that they will be valuable to\u0000other physicists in planning their own outreach efforts. We also provide links\u0000to resources and materials from the Python4Physics program, which we hope might\u0000be useful in other outreach programs.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141520195","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}

{"title":"Escape Room combined with European Board Game Concepts for self-adjusted Challenge Levels: An educational Eurogame Escape Room in Physics","authors":"Sascha Albert Bräuninger, Damian Alexander Motz, Matthias Lüpke, Hermann Seifert","doi":"arxiv-2406.15454","DOIUrl":"https://doi.org/arxiv-2406.15454","url":null,"abstract":"We present an educational escape room in physics (ERP) covering the main\u0000disciplines of physics as taught in the education of neighboring sciences, in\u0000this case veterinary medicine, extended by a European board game system of\u0000victory points (VP). The puzzles in physics are mandatory to master the ERP\u0000requiring to be solved in a sequential order. In our study, we show the growth\u0000of knowledge by knowledge-transfer cards separated into disciplines of physics\u0000as demonstrated by critical exemplary questions of test groups. Tactical\u0000secondary puzzles, the so called textit{Eurogame puzzles} (EPs), are able to\u0000be solved in parallel in any arbitrary and independent sequence, allowing a\u0000self-adjusted challenge autolevelled by the students by choice. The motivation\u0000is improved by a scoring list to solve, at least, a few optional EPs as\u0000additional game-like adventure and challenge collecting VP. A second part of\u0000the study demonstrates the attraction of the introduced European board game\u0000concept as an important tool for gamificiation and open-by-choice EPs not being\u0000necessarily related to physics directly. EPs are able to smooth the contrast of\u0000playing games and learning, providing an additional bridge to overcome the fear\u0000of physics. A strong advantage is the flexibility of the European board\u0000concept, choosing from a broad range of optional EPs to fascinate and motivate\u0000students taking into account individual preferences improving escape rooms by\u0000decision-making skills. The concept is able be applied to every escape room\u0000independent of the taught subject or topic.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"237 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141520196","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}

{"title":"V-SeMo: a digital learning environment for teaching general relativity with sector models","authors":"S. Weissenborn, U. Kraus, C. Zahn","doi":"arxiv-2406.02324","DOIUrl":"https://doi.org/arxiv-2406.02324","url":null,"abstract":"The teaching of general relativity at the secondary school and lower\u0000undergraduate university levels is necessarily based on approaches with a\u0000restricted use of mathematics. An important aspect of teaching general\u0000relativity at this level are suitable learner activities. While a substantial\u0000number of such activities has been reported for studying the non-Euclidean\u0000geometry of curved surfaces, there are far fewer reports of activities that let\u0000learners actually study spacetimes and infer physical phenomena from their\u0000geometry. In this article we report on the digital learning environment V-SeMo\u0000that brings sector models (Zahn and Kraus 2014, arXiv:1405.0323) into an\u0000interactive web application. V-SeMo lets learners explore relativistic\u0000spacetimes by constructing geodesics and assessing curvature. We describe the\u0000didactic design and the user interface of V-SeMo, discuss the extended\u0000possibilities of virtual sector models compared to the paper models described\u0000previously, and present an activity on light deflection near neutron stars by\u0000way of example. We further report on an evaluation carried out with secondary\u0000school students. Results indicate a high learning effectiveness in both the\u0000V-SeMo-based and the paper-based versions of a teaching unit on relativistic\u0000light deflection. The teaching materials presented in this article are\u0000available online for teaching purposes at https://www.spacetimetravel.org .","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141253735","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}

{"title":"How to design research-aligned DEI interventions in physics","authors":"Angela Johnson","doi":"arxiv-2406.01390","DOIUrl":"https://doi.org/arxiv-2406.01390","url":null,"abstract":"This article provides resources to design effective diversity, equity and\u0000inclusion (DEI) interventions in physics settings. It summarizes critiques of\u0000DEI interventions and reviews research findings suggesting that DEI\u0000interventions show modest but positive benefits. It covers physics-specific\u0000concerns around DEI (resistance from skeptical participants, unintended\u0000negative consequences for members of minoritized groups). The article then\u0000explores six design questions: 1) What are the intended outcomes of the\u0000intervention? (with a list of possible outcomes) 2) How will the intervention\u0000be justified to participants? 3) Will the intervention be voluntary or\u0000required? 4) Who will the participants be? 5) What activities will the\u0000intervention consist of? (with suggested activities paired to outcomes) 6) How\u0000will you know whether the intervention worked? (with tools used by other\u0000researchers to measure particular outcomes, and bonus suggestions for how to\u0000carry out publication-worthy evaluations). Each question is explored using\u0000research results and recommendations, and illustrated using examples from\u0000physics and other STEM settings.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141253822","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}

{"title":"Educational Perspectives on Quaternions: Insights and Applications","authors":"Fernando Ricardo González-Díaz, Vicent Martinez Badenes, Ricardo García-Salcedo","doi":"arxiv-2406.00747","DOIUrl":"https://doi.org/arxiv-2406.00747","url":null,"abstract":"Quaternions, discovered by Sir William Rowan Hamilton in the 19th century,\u0000are a significant extension of complex numbers and a profound tool for\u0000understanding three-dimensional rotations. This work explores the quaternion's\u0000history, algebraic structure, and educational implications. We begin with the\u0000historical context of quaternions, highlighting Hamilton's contributions and\u0000the development of quaternion theory. This sets the stage for a detailed\u0000examination of quaternion algebra, including their representations as complex\u0000numbers, matrices, and non-commutative nature. Our research presents some\u0000advancements compared to previous educational studies by thoroughly examining\u0000quaternion applications in rotations. We differentiate between left and right\u0000rotations through detailed numerical examples and propose a general approach to\u0000rotations via a theorem, clearly defining the associated morphism. This\u0000framework enhances the understanding of the algebraic structure of quaternions.\u0000A key innovation is presenting a three-dimensional example illustrating the\u0000rotation of a frame with strings, connecting quaternions to the quaternion\u0000group, half-integer spin phenomena, and Pauli matrices. This approach bridges\u0000theoretical concepts with practical applications, enriching the understanding\u0000of quaternions in scientific contexts. We emphasize the importance of\u0000incorporating the history and applications of quaternions into educational\u0000curricula to enhance student comprehension and interest. By integrating\u0000historical context and practical examples, we aim to make complex mathematical\u0000concepts more accessible and engaging for students at the undergraduate and\u0000graduate levels. Our study underscores the enduring relevance of quaternions in\u0000various scientific and technological fields and highlights the potential for\u0000future research and educational innovations.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"116 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141253825","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}

{"title":"Addressing misconceptions in university physics: A review and experiences from quantum physics educators","authors":"Shayan Majidy","doi":"arxiv-2405.20923","DOIUrl":"https://doi.org/arxiv-2405.20923","url":null,"abstract":"Students often enter physics classrooms with deeply ingrained misconceptions\u0000stemming from everyday experiences. These misconceptions challenge educators,\u0000as students often resist information that conflicts with their preconceptions.\u0000The first aim of this manuscript is to summarize the existing literature on\u0000misconceptions in university physics, reviewing misconceptions' sources,\u0000diagnoses, and remediation strategies. Most of this literature has concentrated\u0000on classical physics. However, quantum physics poses unique challenges because\u0000its concepts are removed from everyday experiences. This signals the need to\u0000ask how well existing strategies for addressing misconceptions apply to quantum\u0000physics. This is underscored by the recent surge of people from diverse\u0000backgrounds entering quantum physics because of the growing significance of\u0000quantum technologies. To help answer this question, we conducted in-depth\u0000interviews with quantum physics instructors at the University of Waterloo who\u0000have collectively taught over 100 quantum physics courses. These interviews\u0000explored common misconceptions in quantum physics, their origins, and effective\u0000instructional techniques to address them. We highlight specific misconceptions,\u0000such as misunderstanding of entanglement and spin, and successful teaching\u0000strategies, including ``misconception-trap quizzes.'' We integrate insights\u0000from the literature review with our interview data to provide an overview of\u0000current best practices in addressing physics misconceptions. Furthermore, we\u0000identify key research questions that warrant further exploration, such as the\u0000efficacy of multi-tier tests in quantum physics and developing a cohesive\u0000quantum curriculum. This paper aims to inform educators and curriculum\u0000developers, offering practical recommendations and setting a research agenda to\u0000improve conceptual understanding in classical and quantum physics.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141254004","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}

{"title":"Teaching the apparent motion of Sun and stars across four European countries","authors":"Hans Bekaert, Wim Van Dooren, Hans Van Winckel, Markus Poessel, Inge Thiering, Marco Nicolini, Enrico Artioli, Despina Avgerinou, Eleana Balla, Mieke De Cock","doi":"arxiv-2405.19741","DOIUrl":"https://doi.org/arxiv-2405.19741","url":null,"abstract":"In the context of the European Erasmus+ project Teaching ASTronomy at the\u0000Educational level (TASTE), we investigated the extent to which a learning\u0000module at school and a set of activities during a planetarium visit help\u0000students to gain insight in the Apparent Motion of the Sun and Stars.\u0000Therefore, we have set up a two treatment study with a pretest posttest design.\u0000In the four participating countries (Belgium, Germany, Greece and Italy),\u0000secondary school students studied the concept of the celestial globe at school\u0000using newly designed learning materials. By using a latent class analysis, we\u0000identified different classes of student answers on the AMoSS test. We show how\u0000students evolve from one class to another between pretest and posttest. Overall\u0000the results of the pretest and posttest show that a good understanding of the\u0000different aspects of the apparent motion of celestial bodies is difficult to\u0000achieve.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141191234","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}

{"title":"Challenge-Device-Synthesis: A multi-disciplinary approach for the development of social innovation competences for students of Artificial Intelligence","authors":"Matías Bilkis, Joan Moya Kohler, Fernando Vilariño","doi":"arxiv-2405.19243","DOIUrl":"https://doi.org/arxiv-2405.19243","url":null,"abstract":"The advent of Artificial Intelligence is expected to imply profound changes\u0000in the short-term. It is therefore imperative for Academia, and particularly\u0000for the Computer Science scope, to develop cross-disciplinary tools that bond\u0000AI developments to their social dimension. To this aim, we introduce the\u0000Challenge-Device-Synthesis methodology (CDS), in which a specific challenge is\u0000presented to the students of AI, who are required to develop a device as a\u0000solution for the challenge. The device becomes the object of study for the\u0000different dimensions of social transformation, and the conclusions addressed by\u0000the students during the discussion around the device are presented in a\u0000synthesis piece in the shape of a 10-page scientific paper. The latter is\u0000evaluated taking into account both the depth of analysis and the level to which\u0000it genuinely reflects the social transformations associated with the proposed\u0000AI-based device. We provide data obtained during the pilot for the\u0000implementation phase of CDS within the subject of Social Innovation, a 6-ECTS\u0000subject from the 6th semester of the Degree of Artificial Intelligence,\u0000UAB-Barcelona. We provide details on temporalisation, task distribution,\u0000methodological tools used and assessment delivery procedure, as well as\u0000qualitative analysis of the results obtained.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141191370","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}

{"title":"Bringing Lecture-Tutorials Online: An Analysis of A New Strategy to Teach Planet Formation in the Undergraduate Classroom","authors":"Haylee N. ArcherSchool of Earth and Space Exploration, Arizona State University, Tempe, AZ, USALowell Observatory, Flagstaff, AZ, USA, Molly N. SimonSchool of Earth and Space Exploration, Arizona State University, Tempe, AZ, USA, Chris MeadSchool of Earth and Space Exploration, Arizona State University, Tempe, AZ, USA, Edward E. PratherDepartment of Astronomy, University of Arizona, Tucson, AZ, USA, Mia BrunkhorstSchool of Earth and Space Exploration, Arizona State University, Tempe, AZ, USA, Diana HunsleySchool of Earth and Space Exploration, Arizona State University, Tempe, AZ, USA","doi":"arxiv-2405.19435","DOIUrl":"https://doi.org/arxiv-2405.19435","url":null,"abstract":"Previous studies conclusively show that pencil-and-paper lecture-tutorials\u0000(LTs) are incredibly effective at increasing student engagement and learning\u0000gains on a variety of topics when compared to traditional lecture. LTs in\u0000astronomy are post-lecture activities developed with the intention of helping\u0000students engage with conceptual and reasoning difficulties around a specific\u0000topic with the end goal of them developing a more expert-like understanding of\u0000astrophysical concepts. To date, all astronomy LTs have been developed for\u0000undergraduate courses taught in-person. Increases in online course enrollments\u0000and the COVID-19 pandemic further highlighted the need for additional\u0000interactive, research-based, curricular materials designed for online\u0000classrooms. To this end, we developed and assessed the efficacy of an\u0000innovative, interactive LT designed to teach planet formation in asynchronous,\u0000online, introductory astronomy courses for undergraduates. We utilized the\u0000Planet Formation Concept Inventory to compare learning outcomes between courses\u0000that implemented the new online, interactive LT, and those that used either a\u0000lecture-only approach or utilized a standard pencil-and-paper LT on the same\u0000topic. Overall, learning gains from the standard pencil-and-paper LT were\u0000statistically indistinguishable from the in-person implementation of the online\u0000LT and both of these conditions outperformed the lecture-only condition.\u0000However, when implemented asynchronously, learning gains from the online LT\u0000were lower and not significantly above the lecture-only condition. While\u0000improvements can be made to improve the online LT in the future, the current\u0000discipline ideas still outperform traditional lecture, and can be used as a\u0000tool to teach planet formation effectively.","PeriodicalId":501565,"journal":{"name":"arXiv - PHYS - Physics Education","volume":"101-102 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141191363","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}