Bulletin of the American Physical Society
2019 PhysTEC Conference
Saturday–Sunday, March 2–3, 2019; Boston, Massachusetts
Session PS: Poster Session and Reception |
Hide Abstracts |
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PS.00001: Fireside chat with the PhysTEC evaluator Stephanie Chasteen Stop by the poster to see a sampling of results from the PhysTEC evaluation this year, including suggestions from Recruiting Grant sites, the PhysTEC Fellows program, last year’s conference evaluation, and the use of the PTEPA Rubric. See how your feedback has been used, and give your input on the project! [Preview Abstract] |
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PS.00002: Effective Undergraduate Program Self Study, Evaluation, and Resources Brad Conrad, Toni Sauncy As students and faculty aim to build thriving undergraduate programs, effecting change can be assisted through self-study and/or external review processes. Several resources have been developed to assist programs and students affect change within their programs, departments, and local communities. This presentation is intended for faculty and students from undergraduate programs of all sizes who are looking for ways to develop strategies for improving curriculum, their student clubs (SPS), diversity, and student success. The findings, results, and suggestions from a wide variety of source will be touched on: Effective practices for Physics Programs (APS/AAPT), AAPT Recommendations for the Undergraduate Physics Laboratory Curriculum, AAPT Recommendations for Computational Physics in the Undergraduate Physics Curriculum, Phys21: Preparing Physics Students for 21st Century Careers report (APS/AAPT), and The Career Pathways Project (AIP). These resources will be used as guides for program self-study and/or an external review process. Special attention will be given to the role of student clubs, department culture, alumni, and student-faculty collaborations. The aim is at developing a strategy for incorporating these community-endorsed guides into physics programs, and how these strategies might be used in developing long term goals. [Preview Abstract] |
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PS.00003: Python in the teaching of electromagnetism. Karen Cristiano Rodriguez, Daniel Triana Camacho We present this work like software tool developed in Python, based on a methodology to obtain the electric field produced by n charges. The tool was developed and implemented in courses of electromagnetism and laboratory in three institutions of higher education. The aim of this work is to incorporate information and communication technologies (ICTs) at the university, in accordance with the programs promoted by the Colombian Ministry of Education. We wanted to connect the students with sensory experiences of the physical phenomena that allow them to improve their experience of learning of subjects traditionally studied through the board course. [Preview Abstract] |
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PS.00004: An Online Master's in Physics for High School Physics Teachers William Newton, Robynne Lock, Bahar Modir I will report on the progress of a new online Master's in Physics designed specifically for in-service high school physics teachers. Piloted as six face-to-face courses to an initial cohort of 7 in 2014-15, there are currently over 60 students enrolled from 16 different states and 3 countries. The program is intended to help physics teachers by reinforcing their content knowledge, introduce them to advanced physics topics, enhance their teaching by studying the content through the lens of physics education research, and provide access to teaching resources and a community of fellow physics teachers with whom to share ideas and support. In this talk we discuss the challenges of creating a physics Master's program to meet the needs of the physics teachers and cater to a variety of backgrounds, give an overview of the content of our classes, and report on the successes of the program. [Preview Abstract] |
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PS.00005: Tracking the Development of Physics Teaching habits through reflections$\backslash $fs20 Marianne Vanier, Eugenia Etkina h $-abstract-$\backslash $pard \underline {}$\backslash $\underline {pard}The poster will show the patterns that emerged from our analysis of nearly 300 preservice physics teachers' reflections (PPTs) while they develop teaching habits* and skills in agreement with the NGSS teaching requirements. At Rutgers University, the teaching experiences in an ISLE-reformed introductory physics course are added to the usual mandatory student teaching in schools and the specific coursework in physics education. We are focusing on the changes in the PPTs' reflections content and specific teaching habits; stating that they can be reliable indicators of professional growth. Etkina, E., Gregorcic, B., and Vokos, S. (2017). \textit{Physical Review, Physics Education Research, }\textbf{13,} 010107$\backslash \backslash $pard-/abstract-$\backslash $\tex [Preview Abstract] |
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PS.00006: Successes, Trials, and Tribulations at Purdue University Fort Wayne Mark Masters, Matthew Perkins-Coppola We will present our successes and the challenges we currently face. For successes we will describe our work in building up our Teacher Advisory Group (TAG) and how we are trying to grow this group. Our second success is the development of a ``Teaching and Learning Physics'' class. Our third is the adoption of Learning Assistants in the introductory classrooms. The TAG consists of 5 area teachers who are motivated to have an impact. The areas we are trying to impact are teacher recruitment and gender diversity. The Teaching and Learning Physics class was a 5 week long, 3 hours per week class we ran in the fall. The Learning Assistants were supported by the university tutoring center as embedded tutors and we expanded their mission to include assisting during classroom discussions and activities, which are quite extensive. The problems we are facing are significant. There is no designated physics teaching program to which we can recruit students. The students must double major in physics and secondary education. There is no support for marketing such programs. Administrative support is weak. The interim Dean of Arts and Science does not see it as a priority yet. The previous Dean did not see it as critical. The upper administration is very tied into metrics which make it very difficult to create ``new'' programming. However, because we have strong support from both the physics department and the school of educational studies, we believe that there is hope. [Preview Abstract] |
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PS.00007: Developing a Southern California PhysTEC Regional Network Chuhee Kwon, Laura Henriques CSU Long Beach is leading the development of a regional PhysTEC network. Working with physics and education faculty from sister CSU campuses, we have identified needs and initial project goals. These include: better understanding of the credential pathways, development of a traveling information booth, regional recruitment events, increased outreach to K-12 physics teaching community (to support them and have them help us recruit future majors {\&} teachers), and physics major and physics teacher recruitment (increasing majors can get buy-in from physics departments). Activities to date include: initial meeting with CSU colleagues, workshop and information gathering at CA Science Teachers Association Conference, and development of prototypes of network webpages. This work leverages APS and AAPT resources such as Get The Facts Out, Step Up 4 Women, and PTEPA. [Preview Abstract] |
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PS.00008: Physics teacher preparation: The conflict between recommendations and reality David E. Meltzer For most of the past 200 years, one of the recognized objectives of college physics instruction has been to prepare teachers of high school physics. The physics community has long debated the appropriate nature and content of such preparation, and over time has arrived at various consensus recommendations. These recommendations have in fact been issued and re-issued at various times over the past 130 years but have been, nonetheless, highly consistent from one decade to the next. The recommendations include (1) physics content knowledge equivalent to that associated with a major or minor in physics; (2) experience and preparation adequate to guide students to deduce physical models from observations and experiment; (3) taking specialized courses designed specifically for prospective physics teachers. For the majority of U.S. physics teachers, these recommendations have not yet been realized. . [Preview Abstract] |
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PS.00009: Sustaining the TIR Jon Anderson PhysTEC has identified a Teacher-in-Residence (TIR) as one of the key components that is shared by successful teacher preparation programs across the country. Many PhysTEC sites have come to rely on a TIR as an integral part of their physics teacher preparation programs and many have also found methods to sustain the TIR position after PhysTEC financial support has ended. Using information provided by site leaders and TIRs from Boston College, Cal Poly-San Luis Obispo, Florida International University, Rowan University, University of Cincinnati, University of Minnesota, and Virginia Tech, I will detail some of the strategies that these sites have employed to sustain the position. Originally, PhysTEC envisioned the TIR position to be a one-year, full-time appointment of an accomplished, in-service, physics teacher. The TIR would fill multiple roles including recruiter, advisor, instructor, course and curriculum developer, LA/TA leader, and mentor to name a few. Over time, the role of the TIR has continually evolved. Factors such as local demographics, geographic location of the site, student population of the site, and availability of local teachers to work as TIRs are all factors in determining how the position has changed. I will present summaries of these changes at the sites surveyed. [Preview Abstract] |
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PS.00010: Development of HTML5 Physics Simulations for Use in College and High School Active Learning Environments Andrew Duffy, Emily Allen, Manher Jariwala We have developed HTML5 simulations for use in introductory physics courses at the college and high school levels. Over 200 simulations in physics have been developed to support learning in various settings, including discussion and lab activities. ~We will discuss how four particular simulations are being used in a variety of active learning environments, including studio classrooms and small discussion-based classes. Images and accompanying curricula for simulations on conservation of energy and momentum, simple harmonic motion, and rotational dynamics will be presented. A link to the collection of resources will be provided. [Preview Abstract] |
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PS.00011: What is a `good' physics teacher? Views from the English education community. James de Winter, John Airey In this study we present the findings from a stakeholder survey across the English education community about perceptions of the key attributes of a `good' secondary school (11-18) physics teacher. The aim of this study is to explore perceptions in the community about a necessary and sufficient set of attributes that are either required or desirable for physics teachers entering the profession. We used an online survey with a range of stakeholders including in-service and pre-service teachers, school leaders, policymakers and those involved in pre-service and in-service teacher training. An adapted version survey was used with students studying physics at school (11-18). The survey was constructed in three stages; an initial unreflected response was elicited followed by a more specific, situated one. A third stage asked respondents to consider how the value of these attributes might be context dependent on factors such as the age and ability of the students. The analysis looked at the similarities and differences in the responses given at the first two stages as well as to what extent these attributes are considered context and subject specific. This paper forms part of a more in-depth study of English trainee physics teachers progressing through their pre-service teacher education into their early careers as well as an international comparative project investigating physics teacher education in the UK, Sweden, Finland and Singapore. [Preview Abstract] |
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PS.00012: An online Master's in Physics for in-service high school physics teachers William Newton, Robynne Lock, Bahar Modir I will report on the progress of a new online Master's in Physics designed specifically for in-service high school physics teachers. Piloted as six face-to-face courses to an initial cohort of 7 in 2014-15, there are currently over 60 students enrolled from 16 different states and 3 countries. The program is intended to help physics teachers by reinforcing their content knowledge, introduce them to advanced physics topics, enhance their teaching by studying the content through the lens of physics education research, and provide access to teaching resources and a community of fellow physics teachers with whom to share ideas and support. In this talk we discuss the challenges of creating physics Master's program to meet the needs of the physics teachers and cater to a variety of backgrounds, and give an overview of the content of our classes. [Preview Abstract] |
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PS.00013: STEM Training for K12 Teachers: A Pilot Program in Upstate South Carolina Chad Sosolik, Sean Brittain, Jody Penland, Brenda Schrantz We present our experiences from a pilot program in K12 teacher training formed through a state funded Math/Science Partnership (MSP). The MSP's goal was to provide expert content based instruction in physics, technology, and math through monthly workshops where teachers received content based instruction, including hands on activities and discussions about careers. The monthly events culminated in a four day workshop where the teachers applied the skills they had developed to design power generation systems. While these workshops generated a positive response and increased connections between the university and the district school, the measured changes in teacher performance on content specific testing was mixed. The program has shown that a focus on exposing teachers to high level materials with hands on opportunities makes them more comfortable with the content and empowers them to conduct their own STEM themed lessons. This applies even in classes considered non STEM (art, writing, special education) which broadens the impact of their STEM training. [Preview Abstract] |
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PS.00014: Transforming Introductory Physics: The Impact of Studio Mode and the Learning Assistant Program Robynne Lock, William Newton, Melanie Schroers, Zack Hutchens In Fall 2015, we implemented studio physics in the calculus-based introductory physics sequence and introduced learning assistants (LAs) into these classes. This transformation has resulted in increased conceptual learning gains and contributed to the doubling of the number of physics majors. When we created the LA program in Fall 2014, LAs only worked in the science inquiry classes for pre-service K-8 teachers. Since then, we have introduced LAs into chemistry, math, and biology in addition to physics. Details of how we adapted the LA model for Texas A{\&}M University-Commerce, including the LA pedagogy course, are presented along with impacts on conceptual learning and the development of the physics major community. Finally, the effect on future physics teachers is examined. [Preview Abstract] |
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PS.00015: Elementary Physical Sciences Academy - Engaging PhysTec sites in laying the foundation for excellence in elementary physical science teaching Michael Falk, Ekaterina Denisova, Alisha Sparks, Christine Newman We propose a project whereby APS PhysTec sites would be leveraged to build a strong foundation for inquiry-led elementary physical science education nationwide by simultaneously building science teacher leadership capacity and raising the bar for elementary school teacher preparation in physical science. The first prong of this strategy involves engaging PhysTec pre-service teachers along with local in-service physical science and/or elementary teacher partners in on-line and in-person learning experiences around educational leadership and professional development pedagogy. These educational activities will culminate in the PhysTec pre-service/in-service teacher teams advocating for and delivering a professional development course for elementary teachers. This ``Physical Science Academy," developed as part of a National Science Funded Math and Science Partnership Grant between Johns Hopkins University and Baltimore City Schools teaches basic concepts in physical science through inquiry. By preparing future teacher leaders able to teach peers as well as students the foundational concepts of our discipline, this project will lay the groundwork for implementation of new Next Generation Science Standards in physical science at the elementary level. [Preview Abstract] |
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PS.00016: Multiple representations and NGSS-based curriculum design for in-service physics teachers James Moore We have adapted PhysTEC learning modules on multiple representations and curriculum design into an online graduate course for in-service physics teachers. In-service teachers in the Omaha metro area learned how to use proven tools and strategies to adapt/develop standards-aligned curriculum on topics in motion, force, and energy. Specifically, participants completed modules initially developed by the Physics Education Research Group at Rutgers University, and then adapted existing NASA curriculum materials for use within Nebraska Career and College Ready Science Standards (NCCRSS). This resulted in the adaptation of NASA materials to Nebraska standards, generating classroom-ready NASA-based materials for Nebraska teachers, and the training of new physics teacher-leaders to help their districts prepare for NCCRSS implementation. This course is part of a new graduate certificate program in physics education offered completely online, which integrates with the Masters of Science in Secondary Education at UNO. [Preview Abstract] |
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PS.00017: An online community for faculty teaching physics or physical science to preservice teachers Edward Price Faculty implementing a non-traditional course often do so on their own, and may face many challenges without support. Alternatively, being part of a community of colleagues teaching the same course can serve as a resource for practical issues, facilitation strategies, and discussions about student learning. The Next Generation Physical Science and Everyday Thinking (Next Gen PET) Faculty Online Learning Community (FOLC) is just such a community. Fifty participating faculty meet regularly by videoconference in small groups facilitated by experts. A Slack workspace provides an online platform for communication and collaboration between meetings. Faculty in the community are teaching physics or physical science courses for preservice elementary teachers using the Next Gen PET curriculum, which is a research-based, guided inquiry curriculum for preservice elementary teachers. Next Gen PET is aligned with the Next Generation Science Standards, and includes versions for different course formats and content topics. This poster will describe the community and how it supports instructors. [Preview Abstract] |
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PS.00018: Impact of online discussion in forming a community of practice of educators Bahar Modir, Robynne Lock, William Newton Community formation is important in identity development of teachers. However, many teacher communities form in isolation from each other, and demonstrate limited sustainability over time. Texas A{\&}M University-Commerce has designed a new and unique online Master program to prepare high school teachers with better informed teaching practices in their own high schools by reinforcing foundational and pedagogical content knowledge within a remote collaborative learning environment. In this study, we investigate the role of this program in community formation and development for educators nationwide. Using the community of practice theoretical framework, we discuss the role of course structure in promoting an ongoing online discourse among participants as they practice: learning physics, teaching, and overcoming their challenges. We outline our future plans for developing a new communicable scheme for recognition of an online community of practice. Using this platform, we are able to gain further evidence supporting formation of teacher communities in high schools. The result of this research can help to extend the professional development activities of teachers to a new level that goes beyond geographical boundaries of local high schools. [Preview Abstract] |
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PS.00019: Physics Teacher Development Programs at a Project-Based Learning Polytechnic Institution Rudra Kafle, Izabela Stroe, Dana Parsons, Douglas Petkie, Shari Weaver WPI's mission is `to discover, and to convey knowledge at the frontiers of academic inquiry for the betterment of society' by engaging students to address needs and tackle STEM challenges that create societal value. Aligned with this mission, WPI's signature Project Based Learning (PBL) curriculum gives every student the experience of working in interdisciplinary teams to meet needs that lie at the intersection of science and society. In a polytechnic setting, the university spans a wide range of engineering, science, arts and business programs. The STEM Education Center provides an ecosystem through partnerships among academic programs, regional schools, teachers, and community members to support teacher preparation and professional development programs. We will describe the current educational programs and activities at WPI, that includes a Master of Science in Physics for Educators program, and how these will be leveraged for a PhysTEC Comprehensive site. [Preview Abstract] |
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PS.00020: An Increase in Production of Physics Teacher at the University of Houston: A Collaborative Effort Donna Stokes, Paige Evans, Rebecca Forrest, Reggie Bain At the University of Houston, in the decade before 2014, the Department of Physics, teachHOUSTON, the STEM teacher preparation program, nor the College of Education had graduated a certified physics teacher. Through a collaboration of these entities, the Department of Physics is now graduating two certified physics teachers per year. Implementation of a recruitment model, a physics by inquiry course, and degree plans, which allows students to complete the physics degree and teacher certification program in 4 years, has led to an increase in the number of physics teachers produced. With the established infrastructure, the Department aims to combat the shortage of qualified and certified physics teachers in the Houston area. This poster outlines the collaboration, its outcomes and highlights successes of the physics teachers produced. [Preview Abstract] |
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