Bulletin of the American Physical Society
2007 APS March Meeting
Volume 52, Number 1
Monday–Friday, March 5–9, 2007; Denver, Colorado
Session A21: Focus Session: Physics Education Research |
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Sponsoring Units: FEd Chair: Noah Finkelstein, University of Colorado Room: Colorado Convention Center 106 |
Monday, March 5, 2007 8:00AM - 8:36AM |
A21.00001: Physics, Math, and Making Sense: Understanding how brains learn science Invited Speaker: Recent developments in neuroscience, cognitive science, and behavioral science are helping physics education researchers develop a theoretical understanding of physics teaching and learning. This understanding helps in two ways. 1). We can make sense of the way students respond (often inappropriately) to our instruction. 2). We can learn to appreciate the difficulties we have as instructors in unpacking and identifying critical components of our own knowledge. Building on observations of student learning in introductory and advanced physics, I identify critical components for teaching physics with math that are often overlooked in traditional instruction. [Preview Abstract] |
Monday, March 5, 2007 8:36AM - 8:48AM |
A21.00002: Reducing the gender gap in the physics classroom Mercedes Lorenzo, Catherine Crouch, Eric Mazur We investigated whether the gender gap in conceptual understanding in an introductory university physics course can be reduced by teaching with interactive engagement methods that promote in-class interaction, reduce competition, foster collaboration, and emphasize conceptual understanding. To this end, we analyzed data from the introductory calculus-based physics course for non-majors at Harvard University taught traditionally or using different degrees of interactive engagement. Our results show that teaching with certain interactive strategies not only yields significantly increased understanding for both males and females, but also reduces the gender gap. The greater the interaction, feedback, collaboration, and emphasis on understanding, the greater the reduction in the gender gap. In the most interactively taught courses, the pre-instruction gender gap is gone at the end of the semester. [Preview Abstract] |
Monday, March 5, 2007 8:48AM - 9:00AM |
A21.00003: Addressing Gender Disparity in Introductory Physics Courses: Are existing reforms enough? Noah Finkelstein, Steven Pollock, Michael Dubson Previously researchers have reported that by transforming teaching practices in introductory physics, it is possible to eliminate the disparity in achievement of males and females on measures of conceptual learning. [1] We follow-up on the studies of the original researchers by comparing achievement of male and female students on measures of conceptual learning in the introductory physics courses at a large public research university. Just as the original authors find, we observe that reform teaching practices, such as the use of Peer Instruction [2] increase the learning gains of all students in introductory physics. Additionally, we observe a significant reduction in this gender gap in learning gains in some but not all of our transformed courses. Notably, however, the gender gap does not completely disappear in any of our courses. In addition to discussing learning gains, we analyze shifts in student beliefs [3] and examine correlations between student beliefs and learning gains. \newline \newline [1] Lorenzo, M et al. (2006).Am. J. Phys. 74(2): 118-122 \newline [2] Mazur, E. (1997). Peer Instruction (Prentice Hall). \newline [3] Adams, W.K et al. Physical Review, ST:PER. 2,1,010101. [Preview Abstract] |
Monday, March 5, 2007 9:00AM - 9:12AM |
A21.00004: Sustaining Educational Innovation: engaging traditional faculty in transformed practices Steven Pollock, Noah Finkelstein Over the past five years CU Physics has engaged in an experimental study of what it means to transform our introductory physics sequence to employ the tools and practices shown to be productive by physics education research. We have previously reported on the successful transformation of the courses to make them student centered, interactive and post high learning gains on conceptual surveys. [1] In an effort to understand the long-term potential of these course transformations, we now examine what happens when the course is transferred to new faculty. We demonstrate that it is possible to maintain high learning gains with new faculty and find two critical factors that contribute to the sustained success of these course transformations: 1) faculty background and beliefs and 2) particular curricular materials and practices selected to use. We also present a model (the Learning Assistant program) designed for sustaining these reforms and for increasing student interest and retention in teaching. [2] \newline [1] N.D. Finkelstein and S.J. Pollock, ``Replicating and Understanding Successful Innovations: Implementing Tutorials in Introductory Physics'' \textit{Physical Review, Spec Top: Physics Education Research,} 1, 010101 (2005). [2] V.Otero, N.D. Finkelstein, R. McCray, and S. Pollock, ``Who is Responsible for Preparing Science Teachers?'' \textit{Science. }\textbf{313}(5786), 445-446 (2006). [Preview Abstract] |
Monday, March 5, 2007 9:12AM - 9:24AM |
A21.00005: Development and assessment of research-based tutorials on heat engines and the second law of thermodynamics Paula Heron, Matthew Cochran The Physics Education Group has been investigating student ability to apply the second law of thermodynamics to cyclic devices such as heat engines and refrigerators. Students enrolled in courses ranging from algebra-based introductory physics to a junior-level thermodynamics course were asked if certain specified processes could occur. Their responses revealed several conceptual difficulties, including the failure to recognize the relevance of the second law to various problems. These findings informed the development of two tutorials to supplement instruction in standard undergraduate courses. Student performance on examination questions indicates that both tutorials can help improve understanding. [Preview Abstract] |
Monday, March 5, 2007 9:24AM - 9:36AM |
A21.00006: Research as a guide for developing curricula on wave behavior at boundaries Mila Kryjevskaia, MacKenzie Stetzer, Paula Heron, Lillian McDermott The Physics Education Group at the University of Washington has been developing research-based instructional materials on mechanical waves and physical optics.* As a part of this ongoing process, we continue to assess and refine existing tutorials. In particular, we are focusing on tutorials designed to help students apply boundary conditions to the propagation and refraction of periodic waves. Pretest and post-test results are being used to inform curriculum modifications and to assess the effectiveness of the revised materials. Specific examples of persistent student difficulties will be presented. * Tutorials in Introductory Physics, L.C. McDermott, P.S. Shaffer and the Physics Education Group at the University of Washington, Prentice Hall (2002) [Preview Abstract] |
Monday, March 5, 2007 9:36AM - 9:48AM |
A21.00007: Changes in Student Models of Force and Motion in Activity-Based Physics C. Trecia Markes With a three-year FIPSE grant, it has been possible at the University of Nebraska at Kearney (UNK) to develop and implement activity-based introductory physics at the algebra level. Many misconceptions about motion and force persist after instruction. Pretest and posttest responses on the ``Force and Motion Conceptual Evaluation'' (FMCE) are analyzed to determine the models that students use. Responses are divided into expert model (correct answer), student model (common incorrect answer), and null model (all other answers) categories. Students are categorized as being in an expert state (mostly expert model answers), a mixed state (a combination of expert model answers, student model answers, and null model answers), or a student state (mostly student model answers). The change (if any) of state is identified for each student. The changes are analyzed to determine the effectiveness of activity-based instruction. [Preview Abstract] |
Monday, March 5, 2007 9:48AM - 10:00AM |
A21.00008: Analysis of shifts in students' reasoning regarding electric field and potential concepts David E. Meltzer Students' reasoning regarding the relationships among electric fields, forces, and equipotential line patterns was explored using pre- and post-test responses to selected multiple-choice questions on the Conceptual Survey of Electricity and Magnetism. Students' written explanations of their reasoning, provided both pre- and post-instruction, allowed additional assessment of the changes in their thinking. The data indicate that although students largely abandon an initial tendency to associate stronger fields with wider equipotential line spacing, many of them persist in incorrectly associating electric field magnitude at a point with the electric potential at that point. Analysis of the data also illustrated that the accuracy of specific multiple-choice responses in reflecting student thinking can be strongly time dependent. In our sample, a strong and consistent pattern of correct answers on a specific question (administered before instruction) was demonstrated to provide a highly misleading impression of students' understanding. [Preview Abstract] |
Monday, March 5, 2007 10:00AM - 10:12AM |
A21.00009: The role of representation when solving physics problems Patrick Kohl, Noah Finkelstein Physics problems can be represented in a number of different ways, including mathematical, graphical, pictorial, or verbal formats. In a series of studies of large-lecture introductory physics courses at the University of Colorado, we have investigated the effect of problem representation on student performance and what factors influence how students use and learn to use representations appropriately. We have found that student performance can vary strongly with representation, that giving students a choice in representational format of their physics problems can have strong effects on performance, both positive and negative, and that students in a PER-informed course may develop a broader set of representational skills than those in a traditional course. [Preview Abstract] |
Monday, March 5, 2007 10:12AM - 10:24AM |
A21.00010: Andes: An intelligent homework helper Brett van de Sande, Kurt Vanlehn, Don Treacy, Bob Shelby, Mary Wintersgill Andes (www.andes.pitt.edu) is an intelligent tutor homework system designed for use as the homework portion of an introductory physics course. It encourages students to use good problem solving techniques and provides immediate feedback on each step of a problem solution along with hints on request. I will discuss how Andes works, from a student perspective, and present research demonstrating its effectiveness as a pedagogical tool. Then, I will discuss using Andes as a tool for conducting education research, briefly reviewing several studies conducted using Andes. Finally, I will show how logs of student solutions to Andes problems can be used to develop cognitive models of student learning. [Preview Abstract] |
Monday, March 5, 2007 10:24AM - 10:36AM |
A21.00011: Scientific Assistant Virtual Laboratory (SAVL) Gita Alaghband, Hamid Fardi, David Gnabasik The Scientific Assistant Virtual Laboratory (SAVL) is a scientific discovery environment, an interactive simulated virtual laboratory, for learning physics and mathematics. The purpose of this computer-assisted intervention is to improve middle and high school student interest, insight and scores in physics and mathematics. SAVL develops scientific and mathematical imagination in a visual, symbolic, and experimental simulation environment. It directly addresses the issues of scientific and technological competency by providing critical thinking training through integrated modules. This on-going research provides a virtual laboratory environment in which the student directs the building of the experiment rather than observing a packaged simulation. SAVL: * Engages the persistent interest of young minds in physics and math by visually linking simulation objects and events with mathematical relations. * Teaches integrated concepts by the hands-on exploration and focused visualization of classic physics experiments within software. * Systematically and uniformly assesses and scores students by their ability to answer their own questions within the context of a Master Question Network. We will demonstrate how the Master Question Network uses polymorphic interfaces and C{\#} lambda expressions to manage simulation objects. [Preview Abstract] |
Monday, March 5, 2007 10:36AM - 10:48AM |
A21.00012: Should we teach the Bohr model? S. B. McKagan, K. K. Perkins, C. E. Wieman Some education researchers have claimed that we should not teach the Bohr model of the atom because it inhibits students' ability to learn the true wave nature of electrons in atoms. Although the evidence for this claim is weak, many in the physics education research community have accepted it. This claim has implications for how we present atoms in classes ranging from elementary school to graduate school. We present results from a study designed to test this claim by developing curriculum on models of the atom, including the Bohr model and the Schrodinger model. We examine student descriptions of atoms on final exams in reformed modern physics classes using various versions of this curriculum. Preliminary results show that if the curriculum does not include sufficient connections between different models, many students still have a Bohr-like view of atoms, rather than a more accurate quantum mechanical view. We present further studies based on an improved curriculum designed to develop model-building skills and with better integration between different models. We will also present a new interactive computer simulation on models of the atom designed to address these issues. [Preview Abstract] |
Monday, March 5, 2007 10:48AM - 11:00AM |
A21.00013: Student application of integration when considering P-V diagrams John Thompson, Brandon Bucy, Evan Pollock, Donald Mountcastle As part of work on teaching and learning in upper-level undergraduate thermodynamics courses, we are exploring student connections between the physics and the underlying mathematics, which is required for productive reasoning about thermal and statistical physics. Previous results on the teaching and learning of the First Law of Thermodynamics document indiscriminate application of the concept of \textit{state function}, e.g., both to internal energy and to work. We have developed questions devoid of physical context that probe student understanding of the relevant principal math concepts in a manner completely analogous to the physics questions used by previous researchers. We have administered these questions in upper-level undergraduate thermodynamics courses. Comparison of student performance on these analogous physics and math questions shows a distinction between conceptual physics difficulties and difficulties with application of the underlying mathematics. Data will be presented from physics, chemistry and engineering students. [Preview Abstract] |
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