Bulletin of the American Physical Society
2015 Annual Meeting of the APS Mid-Atlantic Section
Volume 60, Number 14
Friday–Sunday, October 23–25, 2015; Morgantown, West Virginia
Session C7: Physics Education III |
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Chair: Gay Stewart, West Virginia University Room: Waterfront Hotel Salon H |
Sunday, October 25, 2015 9:24AM - 10:00AM |
C7.00001: TBD Invited Speaker: Andrew Heckler . [Preview Abstract] |
Sunday, October 25, 2015 10:00AM - 10:12AM |
C7.00002: Using Physics Education Research to Inform Development of Online Interactive Videos. Invited Speaker: Kathleen Koenig Physics education research (PER) has revealed many evidence-based practices that best support student learning. As more and more courses move to the flipped teaching model, however, there is an increased use of online traditional lectures that do not necessarily include these practices; such as targeting known student difficulties by engaging students in scenarios that involve making predictions, discussing alternate views, and receiving immediate feedback. As part of an NSF grant, the LivePhoto Physics group is developing a set of 4-8 minute, single topic, interactive video vignettes viewed by students on the web outside of class. This presentation will discuss how PER is informing the development of these online vignettes as well as the research the group is conducting to determine impact on student learning. See compadre.org/ivv for more information. *Work supported by the NSF TUES Program (DUE {\#}1123118 {\&} 1122828). [Preview Abstract] |
Sunday, October 25, 2015 10:12AM - 10:24AM |
C7.00003: Physics Student Attitudes toward Science and Mathematics John Stewart, Rachel Stoiko This study presents data collected over 10 years at a large mid-western university. Students’ attitudes toward science and mathematics and the teaching of science and mathematics were measured with a pretest and a posttest using McGinnis and colleagues’ (1998) survey instrument, Attitudes and Beliefs about the Nature of and the Teaching of Mathematics and Science. Four physics class sequences were studied: calculus-based University Physics, algebra-based College Physics, conceptual physics for non-science majors, and Physics for Elementary Teachers taken by pre-service teachers. Strongly significant differences in attitudes toward mathematics and science were found for the students in four classes with the future teachers most resembling the attitudes of the conceptual physics class. Difference by race and gender were also explored. Students’ attitudes towards mathematics and science decreased in the college and university physics classes but increased in the other classes. [Preview Abstract] |
Sunday, October 25, 2015 10:24AM - 10:36AM |
C7.00004: The Role of Personality and Gender in Performance in Science and Engineering Rossina Miller, John Stewart The Big Five Inventory (BFI) measuring the 5-factor personality model was given to 440 science and engineering students in introductory physics classes at a large university. Science and engineering students showed similar personality characteristics as would be expected from measurements of the general population, with women scoring significantly differently only on the neuroticism scale. The BFI facets had differential explanatory power for the test average and the course grade with the conscientiousness facet as the only significant treatment effect on class grade. While conscientiousness was a significant regression variable for grade, it was not significant for test average. Personality facets, when combined with high school GPA, explained substantially different levels of variance in course grade for male and female students. [Preview Abstract] |
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