Bulletin of the American Physical Society
20th Annual Meeting of the APS Northwest Section
Volume 64, Number 9
Thursday–Saturday, May 16–18, 2019; Western Washington University, Bellingham, Washington
Session H1: Physics Education II |
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Chair: Thanh Le, Western Washington University Room: Communications Facility 110 |
Saturday, May 18, 2019 3:30PM - 4:00PM |
H1.00001: PIQL: A new assessment of mathematical reasoning development in physics instruction Invited Speaker: Suzanne White Brahmia In today's global and technological society, facility with understanding quantitative situations is essential. Taking a physics course should improve one's \textit{quantitative literacy}. Physics Quantitative Literacy (PQL), i.e. effective quantitative reasoning about the physical world, is a desirable learning outcome of physics courses for all students, regardless of major. Yet, there is no validated instrument for assessing to what extent physics courses actually develop PQL. In this talk I will present the PIQL, Physics Inventory of Quantitative Literacy, which is under development and targets introductory physics - where the ``math world'' and ``physical world'' meet. Unlike \textit{concept} inventories, which assess conceptual mastery of specific physics ideas, PIQL is a \textit{reasoning} inventory that can provide snapshots of student ideas that are continuously developing. Item distractors are constructed based on the different established natures of the mathematical objects in physics contexts (e.g. the negative sign as a descriptor of charge type and the negative sign as indicator of opposition in Hooke's law). I will show how PIQL can help researchers better understand the development of mathematical reasoning, and how it can help instructors better assess the development of PQL in their courses.\\ \\In Collaboration With: Alexis Olsho; University of Washington, Andrew Boudreaux; Western Washington University, Trevor Smith; Rowan University [Preview Abstract] |
Saturday, May 18, 2019 4:00PM - 4:12PM |
H1.00002: Probing student reasoning in physics through the lens of dual-process theories. Paula Heron, Cody Gette, Mila Kryjevskaia, MacKenzie Stetzer Research on conceptual difficulties has led to the development of many effective instructional interventions. However, some problems still prove very difficult, even for students who can demonstrate adequate conceptual understanding. We are using dual-process theories of reasoning to identify cases in which the tendency to reply on quick, intuitive judgments is a deciding factor in student success. In addition, we are using the findings to enhance the effectiveness of instructional interventions. An example in the context of buoyancy will be used to illustrate the process. In introductory physics courses we conducted experiments in order to gain greater insight into the factors affecting student performance on the ``five-blocks problem,'' which has been used in the literature to probe student thinking about buoyancy. We found that instructional modifications designed to diminish the intuitive appeal of the intuitive response led to significantly improved performance, without improving student conceptual understanding of buoyancy concepts. These findings represent an important first step in identifying strategies for using cognitive science theories to guide the development and refinement of research-based instructional materials. [Preview Abstract] |
Saturday, May 18, 2019 4:12PM - 4:24PM |
H1.00003: How do students explain their reasoning? Anne Alesandrini, Paula Heron In addition to getting correct answers, we as instructors want our students to be able to use---and communicate---correct and complete reasoning. Here, we examine written explanations from students in introductory university physics courses to illustrate the breadth of the responses given when students are prompted to explain their reasoning. We analyze these explanations in terms of types, forms, and features, paying attention to what is present beyond what might score points on an instructor's rubric. Rather than focusing on context-specific reasoning difficulties, we examine the commonalities across multiple physics content contexts in what, to students, may constitute satisfying explanations. This broad view of student explanations has the potential to guide instruction aimed at the development of student explanation skills in ways that leverage and are responsive to how students currently explain their reasoning. [Preview Abstract] |
Saturday, May 18, 2019 4:24PM - 4:36PM |
H1.00004: The natures of covariational reasoning in introductory physics Alexis Olsho, Charlotte Zimmerman, Suzanne White Brahmia, Andrew Boudreaux, Trevor Smith An objective of introductory physics courses is for students to develop quantitative reasoning skills in the context of physics, which includes the ability to characterize physical phenomena quantitatively. \textit{Quantification} is a process of using established mathematics to invent and relate novel quantities to describe natural phenomena. An important aspect of quantification in physics is \textit{covariational reasoning}, which can be described as holding in mind a fixed relationship among quantities that vary in dynamic situations. For example, one way a simple spring can be quantified is using the internal energy, which covaries with the displacement of the spring. While significant work has been done by mathematics education researchers to define expert-like thinking in mathematics contexts, little has been done to explicitly articulate and describe specific modes of covariational reasoning used by expert physicists. We present our progress in the development of a framework to characterize expert covariational reasoning in introductory physics contexts, a first step toward understanding development of introductory physics student covariational reasoning. [Preview Abstract] |
Saturday, May 18, 2019 4:36PM - 4:48PM |
H1.00005: Strategy flexibility: Choosing different systems to apply the work-energy principle Grace Baker, Thanh Le An important goal of physics instruction is to help students become adaptive problem solvers~so that they can approach a wide range of situations. One aspect of adaptive problem solving is~strategy flexibility --- knowing multiple ways to approach a problem and choosing the most~appropriate approach. In this study, we examine the role of meta strategic judgements in students' application of strategy flexibility. Specifically, we study students' meta-strategic judgements when choosing a system with which~to apply the work-energy principle to various scenarios. College students enrolled in an~introductory mechanics course were interviewed about their rationales for their system choices~and asked to compare different options. Preliminary results will be analyzed to determine the~cues students use to make decisions and to determine whether there is evidence that students implement strategy flexibility in their problem-solving process. [Preview Abstract] |
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