Bulletin of the American Physical Society
2013 Annual Fall Meeting of the APS Prairie Section
Volume 58, Number 15
Thursday–Saturday, November 7–9, 2013; Columbia, Missouri
Session E1: Physics Education |
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Chair: Meera Chandrasekhar, University of Missouri Room: Memorial Union Benton Bingham |
Friday, November 8, 2013 4:00PM - 4:36PM |
E1.00001: Flipping Introductory Physics at the University of Illinois Invited Speaker: Tim Stelzer Students' unprecedented access to content on the web is providing a unique opportunity to transform the role of lectures in education, moving the focus from content delivery to helping students synthesize the content into knowledge. We have introduced a variety of activities to facilitate this transformation at the University of Illinois, including web-based preflight assessments of student understanding before lecture, peer instruction (clickers) to assess and facilitate student understanding during lecture, and web-based multimedia pre-lectures designed to provide students with content before lecture. In this talk I will discuss the pedagogical motivation for introducing these activities, and the impact they have had at the University of Illinois. [Preview Abstract] |
Friday, November 8, 2013 4:36PM - 4:48PM |
E1.00002: Tomorrow's Outstanding Physics Teachers at the University of Missouri Karen King, Doug Steinhoff The University of Missouri's TOP Teacher Program aims to recruit and prepare Tomorrow's Outstanding Physics Teachers. With support from the Physics Teacher Education Coalition, we have implemented multiple new recruiting tactics and made improvements to coursework and networking opportunities for pre-service physics teachers. Our most successful strategy has been a unique new high school based ``Learning Assistant'' program. Selected physics, physics education, and engineering majors help out in local high school physics classrooms, working with the same class $\sim$ 5 hours per week. At the end of the first year of the program, at least 67{\%} of LA's reported being ``interested'' or ``very interested'' in high school teaching. This result is coupled by a dramatic (\textgreater 1000{\%}) increase in the number of students pursuing a BS in physics education. [Preview Abstract] |
Friday, November 8, 2013 4:48PM - 5:00PM |
E1.00003: Barriers to Developing Physics Faculty Knowledge for Teaching: Identifying Gaps through Critical Review of the Literature Deepika Menon In light of bringing reforms in STEM teaching at all educational levels to increase STEM workforce, The National Research Council (1999, 2003) and the Next Generation of Science Standards (NGSS, 2013) emphasize that STEM faculty should shift from traditional teaching to learner-centered instruction. Despite the call and significant efforts to encourage STEM faculty bring changes in their undergraduate instruction through the use of research-based instructional strategies, evidence suggest that only a small percentage of faculty members utilize the most of the pool available. This presentation will summarize the current literature on the barriers and common constraints which the physics faculties face to change their existing practices and use of research-based instructional strategies, and their perceptions of and about teaching. The findings are presented as five themes: a) mismatch between the thought processes of educational researchers and science faculty; b) dilemma to balance the time between research and teaching; c) personal beliefs about teaching and learning; d) graduate students preparation for the professoriate role in the science departments; and e) lack of pedagogical content knowledge. The potential solutions to such problems are discussed by providing existing exemplary programs and workshops that continue to prove successful in bringing desired changes in undergraduate teaching. [Preview Abstract] |
Friday, November 8, 2013 5:00PM - 5:36PM |
E1.00004: Facilitating Transfer of Learning and Problem Solving in Physics Invited Speaker: N. Sanjay Rebello Transfer of learning -- the ability to apply what one has learned in one context to a different context -- is an important aspect of problem solving physics. In this talk, I will briefly review contemporary perspectives on transfer of learning and discuss how these perspectives inform a theoretical framework that underpins our research over the past few years. I will present results of studies that demonstrate how instructional strategies based on this framework can facilitate problem solving in a calculus-based physics class. I will also discuss how our perspectives on transfer of learning inform our ongoing research on visual cognition and its application to developing visual cues that facilitate conceptual problem solving in physics. [Preview Abstract] |
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