Bulletin of the American Physical Society
APS April Meeting 2010
Volume 55, Number 1
Saturday–Tuesday, February 13–16, 2010; Washington, DC
Session H11: Physics Education Research |
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Sponsoring Units: FEd Chair: Samuel Lightner, Westminster College Room: Maryland C |
Sunday, February 14, 2010 10:45AM - 10:57AM |
H11.00001: Improving students' understanding of quantum mechanics Chandralekha Singh, Guangtian Zhu Learning quantum mechanics is challenging. We are investigating the difficulties that upper-level students have in learning quantum mechanics. To help improve student understanding of quantum concepts, we are developing quantum interactive learning tutorials (QuILTs) and tools for peer-instruction. Many of the QuILTs employ computer simulations to help students visualize and develop better intuition about quantum phenomena. We will discuss the common students' difficulties and research-based tools we are developing to bridge the gap between quantitative and conceptual aspects of quantum mechanics and help students develop a solid grasp of quantum concepts. Supported by the National Science Foundation. [Preview Abstract] |
Sunday, February 14, 2010 10:57AM - 11:09AM |
H11.00002: Investigations of student understanding of the Boltzmann factor and its applications John Thompson, Trevor Smith, Donald Mountcastle In ongoing research into the learning and teaching of thermodynamics and statistical physics concepts in the upper division, we are exploring student understanding of the Boltzmann factor and its applications. Results from written questions indicate student confusion applying the Boltzmann factor to compare occupation probabilities of different levels of the same system. Starting from these research results we are developing a small-group guided inquiry worksheet (``tutorial'') to guide students to derive the Boltzmann factor and the canonical partition function. The tutorial is based on an approach found in many standard thermal physics texts, which discusses the canonical ensemble from the point of view of the canonical ``system'' and the ``reservoir'' having a fixed total energy. Individual clinical interviews based on the tutorial provide more in-depth information about student thinking on this topic. Results and observations from implementation will be discussed. [Preview Abstract] |
Sunday, February 14, 2010 11:09AM - 11:21AM |
H11.00003: Using Clustering to Identify Intellectually Similar Groups of Students John Stewart, Mayo Miller Research on context sensitivity suggests that many students are left in a mixed state of knowledge after an introductory science class. Some students will answer contextually related questions in the same way and some will answer differently based on the context of the question. Seven contextually-related questions were given to two semesters of introductory classes at the University of Arkansas. The k-means clustering algorithm is used to extract statistically similar subgroups of students. The requirements of the underlying population of students for successful clustering are investigated. The effect on clustering of the highly discrete nature of context-sensitivity data is also investigated. [Preview Abstract] |
Sunday, February 14, 2010 11:21AM - 11:33AM |
H11.00004: Student learning of electric circuits in the ``SCALE-UP/Studio'' environment Andrew Crouse, David Smith, Paul Van Kampen, Luke Keller, Matt Price, Michael Rogers The Physics Education Research Group at Ithaca College is actively engaged in a multi-year study of student learning in the ``SCALE-UP/Studio'' environment. This study is being conducted in both general-education astronomy and introductory algebra-based physics courses. Student learning is being probed using written pre- and post- tests as well as interviews and reflection logs. As part of this investigation, a conceptually-focused laboratory-based curriculum on electric circuits developed at Dublin City University was implemented in both the ``SCALE-UP/Studio'' and lecture environments. Results from these implementations will be discussed and compared to those from Dublin City University. [Preview Abstract] |
Sunday, February 14, 2010 11:33AM - 11:45AM |
H11.00005: A Standardized Test to Assess Introductory Physics Instructional Methods Beth Thacker, Aaron Titus, Martin DeWitt The development of a broader more inclusive assessment to be used in the introductory courses, not just for the assessment of students' understanding, but in order to evaluate our instructional methods will be discussed. There is a need for an exam that can be used across universities to give faculty information on their students' performance on problems designed to assess, not just content knowledge, but skills, such as problem solving, modeling, laboratory skills and aspects of critical thinking. We discuss the development of such an exam, which will be particularly useful for the evaluation of courses undergoing reform, the introduction of new teaching methods, and other aspects of change, both in traditionally and non-traditionally taught courses. [Preview Abstract] |
Sunday, February 14, 2010 11:45AM - 11:57AM |
H11.00006: Large Scale Assessment of the Introductory Courses Kwan Cheng, Beth Thacker We discuss a large scale assessment of the introductory courses. We report our work on the assessment of four interventions: 1) the introduction of new research-based laboratories and teaching pedagogies into the laboratory/recitation sections, 2) training the teaching assistants in the new pedagogies and the development and use of grading rubrics, 3) the integration of the lecture and the lab with the new research-based laboratories and pedagogies in place and 4) a completely laboratory-based, interactive engagement course as a small, independent section of the course. [Preview Abstract] |
Sunday, February 14, 2010 11:57AM - 12:09PM |
H11.00007: Full Information Item Factor Analysis of the FCI Eric Hagedorn Traditional factor analytical methods, principal factors or principal components analysis, are inappropriate techniques for analyzing dichotomously scored responses to standardized tests or concept inventories because they lead to artifactual factors often referred to as ``difficulty factors.'' Full information item factor analysis (Bock, Gibbons and Muraki, 1988) based on Thurstone's multiple factor model and calculated using marginal maximum likelihood estimation, is an appropriate technique for such analyses. Force Concept Inventory (Hestenes, Wells and Swackhamer, 1992) data from 1582 university students completing an introductory physics course, was analyzed using the full information item factor analysis software TESTFACT v. 4. Analyzing the statistical significance of successive factors added to the model, using chi-squared statistics, led to a six factor model interpretable in terms of the conceptual dimensions of the FCI. [Preview Abstract] |
Sunday, February 14, 2010 12:09PM - 12:21PM |
H11.00008: Explorations in Physics and Distance Learning Kenneth Caviness How can the activity-based directed inquiry model be applied in a distance learning class? Lessons learned during a two-year pilot program (2007-2009) using the ``Explorations in Physics'' curriculum (David P. Jackson, Priscilla W. Laws, Scott V. Franklin) for a class taught over the internet using VCAM technology. The author reports on the successes, difficulties and surprises of teaching an exploratory physics class at a distance, where teacher-student interaction occurred via high-definition camera and big screen, two-way sight and sound carried by high-speed internet. [Preview Abstract] |
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