Bulletin of the American Physical Society
Joint Meeting of the Four Corners and Texas Sections of the American Physical Society
Volume 61, Number 15
Friday–Saturday, October 21–22, 2016; Las Cruces, New Mexico
Session J6: Physics Education Research and AAPT |
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Chair: Michaela Burkardt, New Mexico State University Room: Meeting Room 4 |
Saturday, October 22, 2016 1:00PM - 1:24PM |
J6.00001: Large-scale Assessment Yields Evidence of Minimal Use of Reasoning Skills in Traditionally Taught Classes Invited Speaker: Beth Thacker Large-scale assessment data from Texas Tech University yielded evidence that most students taught traditionally in large lecture classes with online homework and predominantly multiple choice question exams, when asked to answer free-response (FR) questions, did not support their answers with logical arguments grounded in physics concepts. In addition to a lack of conceptual understanding, incorrect and partially correct answers lacked evidence of the ability to apply even lower level reasoning skills in order to solve a problem. Correct answers, however, did show evidence of at least lower level thinking skills as coded using a rubric based on Bloom's taxonomy. With the introduction of evidence-based instruction into the labs and recitations of the large courses and in a small, completely laboratory-based, hands-on course, the percentage of correct answers with correct explanations increased. The FR format, unlike other assessment formats, allowed assessment of both conceptual understanding and the application of thinking skills, clearly pointing out weaknesses not revealed by other assessment instruments, and providing data on skills beyond conceptual understanding for course and program assessment. [Preview Abstract] |
Saturday, October 22, 2016 1:24PM - 1:36PM |
J6.00002: Analysis of a Physics Readiness Assessment UT-Austin Shindell Orrin, Josh Hebert, Elaine Li, Harry Swinney The dropout or failure rate of students in calculus-based introductory mechanics at the University of Texas at Austin has been 20-30 percent over the last decade. We think this rate is too high. Based on our experience with introductory students, we suspected many students entered the course without the mathematical proficiency the course demands. To address this problem we developed a Physics Readiness Assessment Test designed to identify students whose mathematical skills are weak and are therefore likely to struggle in introductory mechanics. The assessment is intended to probe students' math skills without assuming they have significant prior physics knowledge. Over the past year we have administered our Physics Readiness Assessment to students in introductory mechanics and correlated their assessment scores with their class performances. In this presentation, we will present our findings that mathematical readiness as measured by the Physics Readiness Assessment effectively identifies students who are at a significant risk to dropout or fail introductory physics. [Preview Abstract] |
Saturday, October 22, 2016 1:36PM - 1:48PM |
J6.00003: Developing a visual programming editor for VPython Cody Blakeney, Michael Dube, Hunter Close Programing skills are becoming increasingly more important in physics and other STEM fields. Existing tools for teaching physics and engineering using computational modeling, like VPython, can require students to already have a foundation of programming, thus narrowing students\’ learning opportunities. Block programming with visual environments like Blockly provides a way to engage learners with algorithmic thinking without extensive pre-requisite knowledge of keywords, functions, and syntax. It has also been observed to have various benefits for beginning programmers. We have created a prototype for a visual programing environment that allows students to create physics simulations utilizing the open source projects VPython and Blockly. We discuss lessons learned during development and initial user testing about the challenges of making a visual programming environment for physics simulations. [Preview Abstract] |
Saturday, October 22, 2016 1:48PM - 2:00PM |
J6.00004: Early Engagement of Students in Research: A Model for Student Research at 2 Year Colleges Victor Andersen Participating in undergraduate research provides a number of advantages to students. Besides helping them develop research and technical skills, engagement in research increases student retention and results in more profound mentoring from faculty members. Traditionally, students at 2 year colleges have had little access to undergraduate research opportunities, both because few 2 year college faculty have the time and resources to sustain active research programs, and because students have not yet obtained the skills to make significant contributions to a research team. I will describe a program we have developed at the Community College of Aurora that engages students in hands on research early in their academic careers. This model helps students develop technical skills concurrently with progression in their academic coursework, and has resulted in students transferring to 4 year institutions with the skills necessary to join research groups there and make immediate contributions. Access to many of the materials discussed in this talk are available at: https://herculescluster.wordpress.com/2016/09/22/a-model-for-student-research-at-2-year-colleges/ [Preview Abstract] |
Saturday, October 22, 2016 2:00PM - 2:12PM |
J6.00005: Physics Teacher Education at Texas State University Hunter Close, Eleanor Close, David Donnelly The Department of Physics at Texas State University has taken up physics teacher education as one of the core components of its mission. We have been running a Learning Assistant (LA) program in physics since 2012, we began as a comprehensive PhysTEC site in Fall 2015, and we have started a Noyce teacher scholarship program in Fall 2016. We have new degree programs with physics teacher certification and new physics courses for secondary and elementary teachers. The PhysTEC program includes building a community with area high school physics teachers to form bonds between prospective and practicing teachers. Research in our LA program has focused on understanding students' developing ideas about teaching and learning to better understand how students are drawn into the education enterprise and, in some cases, into the teaching profession. Our program efforts have also revealed just how much difference can be made by forming productive relationships across campus with many different faculty, staff, and administrative offices. [Preview Abstract] |
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