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Preface: 2012 Physics Education Research Conference

N. Sanjay Rebello

AIP Conf. Proc. 1513, pp. 1-2; doi:http://dx.doi.org/10.1063/1.4789637 (2 pages)

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01.30.Cc

Conference proceedings

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Building classroom and organizational structure around positive cultural values

Badr F. Albanna, Joel C. Corbo, Dimitri R. Dounas-Frazer, Angela Little, and Anna M. Zaniewski

AIP Conf. Proc. 1513, pp. 7-10; doi:http://dx.doi.org/10.1063/1.4789638 (4 pages)

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The Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at UC Berkeley. Our goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students-especially those from populations typically underrepresented in the physical sciences. Compass fosters a diverse, collaborative student community by providing a wide range of services, including a summer program and fall/spring seminar courses. We describe Compass's cultural values, discuss how community members are introduced to and help shape those values, and demonstrate how a single set of values informs the structure of both our classroom and organization. We emphasize that all members of the Compass community participate in, and benefit from, our cultural values, regardless of status as student, teacher, or otherwise.

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01.40.-d	Education
01.75.+m	Science and society

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Critical classroom structures for empowering students to participate in science discourse

Shelly N. Belleau and Valerie K. Otero

AIP Conf. Proc. 1513, pp. 11-14; doi:http://dx.doi.org/10.1063/1.4789639 (4 pages)

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We compared contextual characteristics that impacted the nature and substance of "summarizing discussions" in a physics and a chemistry classroom in an Hispanic-serving urban high school. Specifically, we evaluated structural components of curricula and classrooms necessary to develop a culture of critical inquiry. Using the Physics and Everyday Thinking (PET) curriculum in the physics course, we found that students demonstrated critical thinking, critical evaluation, and used laboratory evidence to support ideas in whole-class summarizing discussions. We then implemented a model similar to PET in the chemistry course. However, chemistry students' statements lacked evidence, opposition and critical evaluation, and required greater teacher facilitation. We hypothesize that the designed laboratories and the research basis of PET influenced the extent to which physics students verbalized substantive scientific thought, authentic appeals to evidence, and a sense of empowerment to participate in the classroom scientific community.

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01.40.ek	Secondary school
01.40.gb	Teaching methods and strategies

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A framework for assessing learning assistants' reflective writing assignments

Geraldine L. Cochran, David T. Brookes, and Laird H. Kramer

AIP Conf. Proc. 1513, pp. 15-18; doi:http://dx.doi.org/10.1063/1.4789640 (4 pages)

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At Florida International University we have implemented a learning assistant (LA) program based on the Colorado Learning Assistant Model. [1] As a part of this program, students take a course on science and mathematics education theory and practice in which they are required to submit written reflections. Past anecdotal evidence suggests that students in the LAP at Florida International University are using these writing assignments to reflect on their teaching experiences. The purpose of this study was to a) determine if the writing assignments submitted give evidence that our students are engaging in reflection and b) determine if our students are engaging in deep levels of reflection. In this investigation, we relied on a rubric based on Hatton and Smith's (1995) [2] "Criteria for the Recognition of Evidence for Different Types of Reflective Writing." In this paper, we document a) a system for characterizing student reflections and b) how we give them feedback.

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01.40.Fk	Research in physics education
01.40.jc	Preservice training

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Supporting and sustaining the holistic development of students into practicing physicists

Elizabeth Gire, Mary Bridget Kustusch, and Corinne Manogue

AIP Conf. Proc. 1513, pp. 19-22; doi:http://dx.doi.org/10.1063/1.4789641 (4 pages)

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This PERC workshop leveraged the broad expertise inherent in the PERC community to begin structuring a research agenda that might guide future efforts to support the holistic development of students into practicing physicists. In small groups, participants identified and discussed those concepts, habits of mind, skills, and representations that thread through the sub-disciplines of upper-division physics. Then separate small groups and later the whole group discussed the following questions: 1) What are the characteristics of curricula that scaffold student acquisition of these concepts, habits of mind, skills, and representations throughout the upper-division? 2) What aspects of institutional culture might facilitate the development, support, and sustainability of these curricula? 3) What models of research are currently available to address the questions above and where are new models needed? The conclusions of this workshop are summarized here for the benefit of the entire community.

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01.40.-d

Education

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Design guidelines for adapting scientific research articles: An example from an introductory level, interdisciplinary program on soft matter

Elon Langbeheim, Samuel A. Safran, and Edit Yerushalmi

AIP Conf. Proc. 1513, pp. 23-26; doi:http://dx.doi.org/10.1063/1.4789642 (4 pages)

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We present design guidelines for using Adapted Primary Literature (APL) as part of current interdisciplinary topics to introductory physics students. APL is a text genre that allows students to comprehend a scientific article, while maintaining the core features of the communication among scientists, thus representing an authentic scientific discourse. We describe the adaptation of a research paper by Nobel Laureate Paul Flory on phase equilibrium in polymer-solvent mixtures that was presented to high school students in a project-based unit on soft matter. The adaptation followed two design strategies: a) Making explicit the interplay between the theory and experiment. b) Re-structuring the text to map the theory onto the students' prior knowledge. Specifically, we map the theory of polymer-solvent systems onto a model for binary mixtures of small molecules of equal size that was already studied in class.

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01.40.gb	Teaching methods and strategies
01.50.-i	Educational aids
05.70.Fh	Phase transitions: general studies

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Establishing reliability and validity: An ongoing process

Rebecca Lindell and Lin Ding

AIP Conf. Proc. 1513, pp. 27-29; doi:http://dx.doi.org/10.1063/1.4789643 (3 pages)

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Establishing validity and reliability is a necessary step in any conceptual assessment instrument. But once validity and reliability are established, it is not the end of the story. Reliability and validity are not an inherent property of the assessment instrument or its individual items, but something that must be reestablished with any changes of the instrument items, order, administration techniques or population being studied. In this paper we will discuss how validity and reliability can be established or reestablished. We will also discuss common instances in instrument development and use that requires reliability and validity to be reestablished.

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01.50.-i

Educational aids

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Initial replication results of learning assistants in university physics

Paul M. Miller, Jeffrey S. Carver, Aniketa Shinde, Betsy Ratcliff, and Ashley N. Murphy

AIP Conf. Proc. 1513, pp. 30-33; doi:http://dx.doi.org/10.1063/1.4789644 (4 pages)

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West Virginia University recently began a learning assistants (LA) program in its introductory calculus-based physics course targeted at increasing course effectiveness and recruiting future STEM teachers. The LA program was modeled after the Colorado Learning Assistant model. This paper describes the setting and initial results from the implementation including changes in learning gains (measured with the Force and Motion Conceptual Evaluation) and attitudes (measured with the Colorado Learning Attitudes about Science Survey). These data are combined with demographic data about the individual students and compared to baseline data collected prior to the implementation of the LA program.

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01.40.Fk	Research in physics education
01.40.gb	Teaching methods and strategies
02.30.-f	Function theory, analysis

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Cultural toolkits in the urban physics learning community

Mel S. Sabella and Andrea Gay Van Duzor

AIP Conf. Proc. 1513, pp. 34-37; doi:http://dx.doi.org/10.1063/1.4789645 (4 pages)

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Chicago State University has been involved in curriculum development, teacher preparation, and education research that targets urban physics learners on the south-side of Chicago. Through this work we have begun to recognize specific cultural norms that our students bring to the classroom. These cultural norms appear to help our students establish strong communities in classes. Because of the homogeneity of our population, with most students coming from within a five-mile radius of our campus, there are a set of shared experiences that help establish a level of trust and sense of community that manifests itself in the science learning environment. Aspects of community play a major role in the preparation of teachers. In this paper we discuss our understanding of CSU student culture, its importance in the development of community, and its role in the preparation of future physics teachers. [1]

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01.40.Fk	Research in physics education
01.40.G-	Curricula and evaluation
01.50.-i	Educational aids

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Instructional changes based on cogenerative physics reform

Natan Samuels, Eric Brewe, and Laird Kramer

AIP Conf. Proc. 1513, pp. 38-41; doi:http://dx.doi.org/10.1063/1.4789646 (4 pages)

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We describe changes in a physics teacher's pedagogy and cultural awareness that resulted from her students' involvement in reforming their classroom. For this case study, we examined a veteran high school teacher's semester-long use of CMPLE (the Cogenerative Mediation Process for Learning Environments) in her Modeling Instruction classroom. CMPLE is a formative intervention designed to help students and instructors collaborate to change classroom dynamics, based on how closely the environment matches their learning preferences. Analysis of classroom videos, interviews, and other artifacts indicates that adapting the environment to align with the preferences of that shared culture affected the instructor in complex ways. We will trace her teaching practices and her self-described awareness of the culture of learning, to highlight notable changes. The teacher espoused deeper understanding of her students' physics learning experience, which she gained from including students in responding to their own individual and collective learning preferences.

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01.40.ek	Secondary school
01.40.gb	Teaching methods and strategies
01.75.+m	Science and society

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Student predictions of functional but incomplete example programs in introductory calculus-based physics

Shawn Weatherford and Ruth Chabay

AIP Conf. Proc. 1513, pp. 42-45; doi:http://dx.doi.org/10.1063/1.4789647 (4 pages)

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Computational activities for Matter & Interactions were redesigned to focus student attention to the interpretation and prediction of functional, but incomplete example programs before modifying the program with additional program code. Evaluation of the instructional activities in experimental lab settings reveals student predictions that are based on the expected dynamics of real-world systems in addition to the information gathered through the interpretation of the example program code.

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01.40.Fk	Research in physics education
01.40.G-	Curricula and evaluation
01.50.H-	Computers in education
01.50.Lc	Laboratory computer use

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Understanding student computational thinking with computational modeling

John M. Aiken, Marcos D. Caballero, Scott S. Douglas, John B. Burk, Erin M. Scanlon, Brian D. Thoms, and Michael F. Schatz

AIP Conf. Proc. 1513, pp. 46-49; doi:http://dx.doi.org/10.1063/1.4789648 (4 pages)

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Recently, the National Research Council's framework for next generation science standards highlighted "computational thinking" as one of its "fundamental practices". 9^th Grade students taking a physics course that employed the Arizona State University's Modeling Instruction curriculum were taught to construct computational models of physical systems. Student computational thinking was assessed using a proctored programming assignment, written essay, and a series of think-aloud interviews, where the students produced and discussed a computational model of a baseball in motion via a high-level programming environment (VPython). Roughly a third of the students in the study were successful in completing the programming assignment. Student success on this assessment was tied to how students synthesized their knowledge of physics and computation. On the essay and interview assessments, students displayed unique views of the relationship between force and motion; those who spoke of this relationship in causal (rather than observational) terms tended to have more success in the programming exercise.

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01.50.ht

Instructional computer use

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Using scientists' notebooks to foster authentic scientific practices

Leslie J. Atkins and Irene Y. Salter

AIP Conf. Proc. 1513, pp. 50-53; doi:http://dx.doi.org/10.1063/1.4789649 (4 pages)

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Scientific Inquiry is an introductory undergraduate course for preservice elementary teachers that aims to engage students in authentic scientific practices where these practices are not viewed as a mere course requirement but are understood as essential practices for constructing knowledge in the discipline. Many of these practices (e.g., representational practices, control-of-variables) evolve over the course of the semester as we work to answer complex questions. However, we hoped to have students- from the start of the term- keep detailed scientific notebooks. We describe an activity designed to foster practices related to the use of scientific notebooks, detail how we use images from scientists' notebooks, discuss the rubrics students create for their own notebooks, and share outcomes, including images of students' notebooks and students' reactions to the activity. Funding provided by NSF ♯0837058.

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01.40.Di	Course design and evaluation
01.40.gb	Teaching methods and strategies
01.40.jc	Preservice training

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Research-based course materials and assessments for upper-division electrodynamics (E&M II)

Charles Baily, Michael Dubson, and Steven J. Pollock

AIP Conf. Proc. 1513, pp. 54-57; doi:http://dx.doi.org/10.1063/1.4789650 (4 pages)

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Favorable outcomes from ongoing research at the University of Colorado Boulder on student learning in junior-level electrostatics (E&M I) have led us to extend this work to upper-division electrodynamics (E&M II). We describe here our development of a set of research-based instructional materials designed to actively engage students during lecture (including clicker questions and other in-class activities); and an instrument for assessing whether our faculty-consensus learning goals are being met. We also discuss preliminary results from several recent implementations of our transformed curriculum, plans for the dissemination and further refinement of these materials, and offer some insights into student difficulties in advanced undergraduate electromagnetism.

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01.40.Di	Course design and evaluation
01.40.Fk	Research in physics education
01.40.gb	Teaching methods and strategies
41.20.Cv	Electrostatics; Poisson and Laplace equations, boundary-value problems

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Students' difficulties in interpreting the torque vector in a physical situation

Pablo Barniol, Genaro Zavala, and Carlos Hinojosa

AIP Conf. Proc. 1513, pp. 58-61; doi:http://dx.doi.org/10.1063/1.4789651 (4 pages)

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In this article we investigate students' difficulties in interpreting the torque vector in a physical situation. To identify these difficulties, we carried out task-based interviews with undergraduate physics majors completing a junior level course in mechanics. In the task, we presented a drawing of a beam that is initially at equilibrium over a fulcrum. Later, a weight is hung from the left side. We detected an alternative conception in which students thought that the left side of the beam and the weight would have additional motion in the direction of the torque vector. To quantify students having this alternative conception, we designed and administered a multiple-choice question to undergraduate physics majors completing a sophomore-level modern physics course. We found that 18% of the students had this conception. Based on these results, we present some suggestions for instruction of the torque vector concept.

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01.40.ek	Secondary school
01.40.Fk	Research in physics education
01.50.-i	Educational aids
01.50.fh	Posters, cartoons, art, etc.
45.20.da	Forces and torques

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Introduction of studio physics teaching in Panama

Azael Barrera-Garrido

AIP Conf. Proc. 1513, pp. 62-65; doi:http://dx.doi.org/10.1063/1.4789652 (4 pages)

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Physics Studio teaching was recently introduced at an international and multicultural academic program of a U.S. university in Panama. The results of introducing and implementing studio-style teaching on the conceptual understanding of calculus-based introductory physics have been measured by comparing before and during studio implementation. The research was carried on over the last five years in different semesters. The measurement tool was the Force Concept Inventory. The initial learning stage of the incoming diverse students has been found to be at a significantly lower level than generally reported in the U.S. The normalized gain in conceptual understanding was significantly larger than in the former traditional system, and has become consistent in the last semesters. Multicultural aspects that may affect the entry level and performance enhancement are discussed.

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01.40.gb

Teaching methods and strategies

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The graduate research field choice of women in academic physics and astronomy: A pilot study

Ramón S. Barthelemy, Megan L. Grunert, and Charles R. Henderson

AIP Conf. Proc. 1513, pp. 66-69; doi:http://dx.doi.org/10.1063/1.4789653 (4 pages)

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The low representation of women in physics is apparent at the undergraduate level through faculty positions. However, when looking at the percentage of PhD women graduates in the closely related field astronomy (40%) and women PhDs in physics education research (30%), it is found that those areas have higher representations of women compared to women physics PhD graduates (18%). This study seeks to understand the research subfield choice of women in academic physics and astronomy at large US research universities through in-depth interviews and a grounded theory analytical approach. Though preliminary results have not shown why women chose their graduate research field, they have shown that positive pre-college experiences are bringing these women to physics, while supportive advisors and collaboration amongst students are encouraging these women to persist.

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01.40.-d	Education
95.00.00	Fundamental astronomy and astrophysics; instrumentation, techniques, and astronomical observations

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Improving physics instruction by analyzing video games

Ian D. Beatty

AIP Conf. Proc. 1513, pp. 70-73; doi:http://dx.doi.org/10.1063/1.4789654 (4 pages)

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Video games can be very powerful teaching systems, and game designers have become adept at optimizing player engagement while scaffolding development of complex skills and situated knowledge. One implication is that we might create games to teach physics. Another, which I explore here, is that we might learn to improve classroom physics instruction by studying effective games. James Gee, in his book What Video Games Have to Teach Us About Learning and Literacy (2007), articulates 36 principles that make good video games highly effective as learning environments. In this theoretical work, I identify 16 themes running through Gee's principles, and explore how these themes and Gee's principles could be applied to the design of an on-campus physics course. I argue that the process pushes us to confront aspects of learning that physics instructors and even physics education researchers generally neglect, and suggest some novel ideas for course design.

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01.40.Di	Course design and evaluation
01.50.H-	Computers in education

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Multidimensional student skills with collaborative filtering

Yoav Bergner, Saif Rayyan, Daniel Seaton, and David E. Pritchard

AIP Conf. Proc. 1513, pp. 74-77; doi:http://dx.doi.org/10.1063/1.4789655 (4 pages)

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Despite the fact that a physics course typically culminates in one final grade for the student, many instructors and researchers believe that there are multiple skills that students acquire to achieve mastery. Assessment validation and data analysis in general may thus benefit from extension to multidimensional ability. This paper introduces an approach for model determination and dimensionality analysis using collaborative filtering (CF), which is related to factor analysis and item response theory (IRT). Model selection is guided by machine learning perspectives, seeking to maximize the accuracy in predicting which students will answer which items correctly. We apply the CF to response data for the Mechanics Baseline Test and combine the results with prior analysis using unidimensional IRT.

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01.40.gf	Theory of testing and techniques
01.50.Kw	Techniques of testing

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Self-efficacy in introductory physics in students at single-sex and coeducational colleges

Jennifer Blue, Mary Elizabeth Mills, and Ellen Yezierski

AIP Conf. Proc. 1513, pp. 78-81; doi:http://dx.doi.org/10.1063/1.4789656 (4 pages)

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We surveyed 88 students at four colleges: one men's college, two women's colleges, and one coeducational college. The questions, modified from Reid (2007), asked about in-class participation, how fulfilled they were by their achievement in their calc-based physics class, their attitude toward their class, and their self-efficacy (Bandura 1994) in the class. While a t-test showed no difference between men and women, an ANOVA showed a significant interaction between sex and type of school. Detailed results will be presented and discussed.

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01.40.Di

Course design and evaluation

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Evaluation of a multiple goal revision of a physics laboratory

Scott W. Bonham, Doug L. Harper, and Lance Pauley

AIP Conf. Proc. 1513, pp. 82-85; doi:http://dx.doi.org/10.1063/1.4789657 (4 pages)

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This paper reports on the revision of the University Physics laboratory at Western Kentucky University. Multiple learning objectives were negotiated among faculty, and a curriculum was developed to address all of them. A full pilot was run in Spring 2012 with three experimental sections and two control sections. Data was collected using the Force and Motion Conceptual Evaluation, a self-efficacy survey, and performance on the laboratory final. Data from the pilot shows gains in conceptual understanding on certain topics, differences in a few laboratory skills, and improvement in technical writing ability as measured by both a writing sample and student perception.

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01.50.Qb

Laboratory course design, organization, and evaluation

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Student interactions leading to learning and transfer: A participationist perspective

David T. Brookes, Alexander Moncion, and Yuhfen Lin

AIP Conf. Proc. 1513, pp. 86-89; doi:http://dx.doi.org/10.1063/1.4789658 (4 pages)

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At Florida International University we have been experimenting with a novel exam format. We have been giving our introductory physics students a group exam followed by an individual exam that contains transfer questions related to the group exam. The group exam requires students to work together on a difficult new problem. This format reflects one of our primary learning goals for our students: to be able to learn physics on their own. Videos of the group exam reveal that students are highly collaborative and engage in productive learning activities; such as, sense-making and constructing new representations. The question addressed in this paper is: Is students' participation in the group exam related to their ability to transfer their knowledge to the embedded questions? We present analysis that shows that students' ability to transfer their knowledge is related to how much they participate and more subtly, how they participate in sense-making and representational activities.

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01.40.Fk	Research in physics education
01.40.Ha	Learning theory and science teaching
01.50.-i	Educational aids

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ACER: A framework on the use of mathematics in upper-division physics

Marcos D. Caballero, Bethany R. Wilcox, Rachel E. Pepper, and Steven J. Pollock

AIP Conf. Proc. 1513, pp. 90-93; doi:http://dx.doi.org/10.1063/1.4789659 (4 pages)

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At the University of Colorado Boulder, as part of our broader efforts to transform middle- and upper-division physics courses, we research students' difficulties with particular concepts, methods, and tools in classical mechanics, electromagnetism, and quantum mechanics. Unsurprisingly, a number of difficulties are related to students' use of mathematical tools (e.g., approximation methods). Previous work has documented a number of challenges that students must overcome to use mathematical tools fluently in introductory physics (e.g., mapping meaning onto mathematical symbols). We have developed a theoretical framework to facilitate connecting students' difficulties to challenges with specific mathematical and physical concepts. In this paper, we motivate the need for this framework and demonstrate its utility for both researchers and course instructors by applying it to frame results from interview data on students' use of Taylor approximations.

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01.40.Di	Course design and evaluation
01.40.gb	Teaching methods and strategies
03.65.-w	Quantum mechanics
45.05.+x	General theory of classical mechanics of discrete systems

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Evidence of embodied cognition via speech and gesture complementarity

Evan A. Chase and Michael C. Wittmann

AIP Conf. Proc. 1513, pp. 94-97; doi:http://dx.doi.org/10.1063/1.4789660 (4 pages)

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We are studying how students talk and gesture about physics problems involving directionality. Students discussing physics use more than words and equations; gestures are also a meaningful element of their thinking. Data come from one-on-one interviews in which students were asked to gesture about the sign and direction of velocity, acceleration, and other quantities. Specific contexts are a ball toss in the presence and absence of air resistance, including situations where the ball starts at greater than terminal velocity. Students show an aptitude for representing up to 6 characteristics of the ball with 2 hands. They switch quickly while talking about velocity, acceleration, and the different forces, frequently representing more than one quantity using a single hand. We believe that much of their thinking resides in their hands, and that their gestures complement their speech, as indicated by moments when speech and gesture represent different quantities.

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01.40.Fk	Research in physics education
01.50.F-	Audio and visual aids

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Alignment of TAs' beliefs with practice and student perception

Jacquelyn J. Chini and Ahlam Al-Rawi

AIP Conf. Proc. 1513, pp. 98-101; doi:http://dx.doi.org/10.1063/1.4789661 (4 pages)

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Graduate teaching assistants (TAs) play an important role in introductory physics courses, particularly in large enrollment courses where the TA may be viewed as more approachable and accessible than the lecture instructor. Thus, while TAs may still be in the process of developing their views on teaching physics, their practices directly influence a large number of introductory students. As the first steps in reforming our introductory courses and TA training program, we collected multiple types of data on TAs teaching in traditional algebra-based physics laboratories. Drawing on prior work on TAs' pedagogical knowledge, we explore how the beliefs expressed by TAs in interviews align with their practices during a laboratory video-taped mid-semester. Additionally, we explore how both the TAs' expressed beliefs and practices align with students' responses to an end-of-semester TA evaluation survey.

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01.40.Fk	Research in physics education
01.40.G-	Curricula and evaluation
01.40.jh	Inservice training
01.50.-i	Educational aids

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