Bulletin of the American Physical Society
APS April Meeting 2017
Volume 62, Number 1
Saturday–Tuesday, January 28–31, 2017; Washington, DC
Session C8: Forum on Education Excellence in Physics Education AwardInvited Prize/Award Undergraduate
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Sponsoring Units: FEd Chair: John Stewart, West Virginia University Room: Delaware B |
Saturday, January 28, 2017 1:30PM - 2:06PM |
C8.00001: Contemporary Physics Education Project (CPEP) -- an organization dedicated to presenting the latest physics discoveries in an understandable and colorful style. Invited Speaker: Howard Matis Since 1986, The Contemporary Physics Education Project has been creating colorful posters and materials that describe s physics. Its mission is to provide information so that the public easily can access current physics knowledge. Our publications summarize the latest discoveries and describe areas of current research. We have created materials in Particle Physics, Fusion Science, Nuclear Physics, and Cosmology. All of these materials are carefully vetted for scientific accuracy. CPEP presents them at workshops and distributes the materials widely so that teachers and students can use them in their classrooms. In this talk, I will describe what CPEP has created, including its most recent project that features the recent discovery of gravitational waves. To further our mission, our organization is actively seeking physicists and teachers to extend our outreach. [Preview Abstract] |
Saturday, January 28, 2017 2:06PM - 2:42PM |
C8.00002: What do we mean by knowledge when teaching physics? Invited Speaker: Michael Wittmann For decades, the science education research community has studied the knowledge teachers have which goes far beyond knowing just the content. Working with many collaborators, I have spent several years investigating middle school teachers' understanding of energy and non-uniform motion. In many of our professional development activities, we have teachers engage with student data in order to develop their own content understanding and their knowledge of students' ideas. In the process, we discuss learning goals, assessment, and curricular materials designed to help student learning. To analyze our observations, we use a resources framework, a knowledge in pieces approach that lets us pay attention not just to the idea but how it is being used in a particular context. As an extension of our work, we have modified our graduate courses in Integrated Approaches to Physics Education for pre-service teachers. Our goal is to help teachers be more responsive to the creative and useful ideas their students bring to the classroom. [Preview Abstract] |
Saturday, January 28, 2017 2:42PM - 3:18PM |
C8.00003: 30 years of Physics Education Research at the University of Washington Invited Speaker: Peter S. Shaffer Over the past 30 years, members of the UW Physics Education Group have examined student learning in courses serving a wide range of populations. Most of the focus has been on elementary, middle, and high school teachers and students in introductory university physics courses, but more recently, the effort has expanded to include physics majors in upper-division courses on quantum mechanics and electrodynamics. In general, the group has taken a practical approach that focuses on identifying instructional strategies that are effective at promoting conceptual understanding and student reasoning ability. Examples will be drawn from across these courses to illustrate common themes and connections. [Preview Abstract] |
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