Pub Date : 2022-09-22DOI: 10.1119/perc.2022.pr.porter
C. Porter, Zahra Atiq, E. Fletcher
Recently, the "second quantum revolution” has been identified as crucial for technical innovation and a potential driver for workforce development and economic growth in the United States and beyond. However, there is a severe workforce shortage in the Quantum Information Science and Engineering (QISE) domain. QISE sits at the intersection of many fields, and there is no universally agreed-upon curriculum for it. It is thus necessary to produce an inter-disciplinary curriculum for QISE, which not only trains future smart workforce, but also makes sure that the workforce is diverse (e.g., in terms of gender and ethnicity). Our interdisciplinary team, including education researchers and content experts from across STEM, arts, and other disciplines, aims to fill this important gap by creating a modular, industry-connected curriculum called QuSTEAM. The modular nature of the curriculum will allow content to be applied at various institutions (e.g., R-1, community colleges, and HBCUs) in a seamless manner.
{"title":"Creating a modular, workforce-relevant undergraduate curriculum for quantum information science and engineering for all people","authors":"C. Porter, Zahra Atiq, E. Fletcher","doi":"10.1119/perc.2022.pr.porter","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.porter","url":null,"abstract":"Recently, the \"second quantum revolution” has been identified as crucial for technical innovation and a potential driver for workforce development and economic growth in the United States and beyond. However, there is a severe workforce shortage in the Quantum Information Science and Engineering (QISE) domain. QISE sits at the intersection of many fields, and there is no universally agreed-upon curriculum for it. It is thus necessary to produce an inter-disciplinary curriculum for QISE, which not only trains future smart workforce, but also makes sure that the workforce is diverse (e.g., in terms of gender and ethnicity). Our interdisciplinary team, including education researchers and content experts from across STEM, arts, and other disciplines, aims to fill this important gap by creating a modular, industry-connected curriculum called QuSTEAM. The modular nature of the curriculum will allow content to be applied at various institutions (e.g., R-1, community colleges, and HBCUs) in a seamless manner.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125562581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-22DOI: 10.1119/perc.2022.pr.alesandrini
A. Alesandrini, Trà Huỳnh, Lauren C. Bauman, Amy D. Robertson
We identify three conceptual resources that introductory physics students in our sample commonly use when reasoning microscopically about thermal physics topics: 1) differences will eventually even out , 2) macroscopic changes connect to microscopic collisions , and 3) when something is hotter (colder), its molecules are moving faster (slower). We report the prevalence of these resources, as well as the prevalence of microscopic thinking, in 624 written responses to three different heat and temperature questions administered to introductory physics students at four different colleges and universities. This work complements past research identifying common student difficulties in using microscopic models for heat and temperature, and it adds to the small but growing body of literature that focuses on student resources for heat and temperature, identifying ideas in student thinking that are sensible and continuous with formal physics. By reporting common student resources, we aim to assist instructors in noticing, appreciating, and building on student ideas during introductory thermal physics instruction.
{"title":"Identifying student resources for reasoning microscopically about heat and temperature","authors":"A. Alesandrini, Trà Huỳnh, Lauren C. Bauman, Amy D. Robertson","doi":"10.1119/perc.2022.pr.alesandrini","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.alesandrini","url":null,"abstract":"We identify three conceptual resources that introductory physics students in our sample commonly use when reasoning microscopically about thermal physics topics: 1) differences will eventually even out , 2) macroscopic changes connect to microscopic collisions , and 3) when something is hotter (colder), its molecules are moving faster (slower). We report the prevalence of these resources, as well as the prevalence of microscopic thinking, in 624 written responses to three different heat and temperature questions administered to introductory physics students at four different colleges and universities. This work complements past research identifying common student difficulties in using microscopic models for heat and temperature, and it adds to the small but growing body of literature that focuses on student resources for heat and temperature, identifying ideas in student thinking that are sensible and continuous with formal physics. By reporting common student resources, we aim to assist instructors in noticing, appreciating, and building on student ideas during introductory thermal physics instruction.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122502350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-22DOI: 10.1119/perc.2022.pr.borish
V. Borish, Alexandra Werth, H. Lewandowski
The second quantum revolution has prompted not only research in quantum science and technology, but also research on how best to educate students who may enter this burgeoning field. Much of the conversation around quantum science education has focused on students’ conceptual learning or skills desired by potential employ-ers; there has been an absence of work understanding how laboratory courses and experiments contribute to undergraduate quantum education. To begin understanding the role quantum experiments may play, we surveyed instructors who implement experiments with single and entangled photons in undergraduate lab courses and found that one of the most important learning goals was to “see quantum mechanics in real life.” To better understand this goal, we interviewed 15 of the surveyed instructors asking what seeing quantum mechanics means to them and why they believe it is an important part of students’ education. We present emergent themes from a qualitative coding analysis of these interviews, which begin to elucidate how instructors think about seeing quantum mechanics and what learning goals instructors hope seeing quantum mechanics—and working with quantum experiments more generally—will help students achieve.
{"title":"Seeing quantum mechanics: The role of quantum experiments","authors":"V. Borish, Alexandra Werth, H. Lewandowski","doi":"10.1119/perc.2022.pr.borish","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.borish","url":null,"abstract":"The second quantum revolution has prompted not only research in quantum science and technology, but also research on how best to educate students who may enter this burgeoning field. Much of the conversation around quantum science education has focused on students’ conceptual learning or skills desired by potential employ-ers; there has been an absence of work understanding how laboratory courses and experiments contribute to undergraduate quantum education. To begin understanding the role quantum experiments may play, we surveyed instructors who implement experiments with single and entangled photons in undergraduate lab courses and found that one of the most important learning goals was to “see quantum mechanics in real life.” To better understand this goal, we interviewed 15 of the surveyed instructors asking what seeing quantum mechanics means to them and why they believe it is an important part of students’ education. We present emergent themes from a qualitative coding analysis of these interviews, which begin to elucidate how instructors think about seeing quantum mechanics and what learning goals instructors hope seeing quantum mechanics—and working with quantum experiments more generally—will help students achieve.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"411 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126687973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-22DOI: 10.1119/perc.2022.pr.sundstrom
Meagan Sundstrom, Rebeckah Fussell, Rachel E. Scherr, N. Holmes
{"title":"Students� varying responses to instructor prompts for frame shifts in physics labs","authors":"Meagan Sundstrom, Rebeckah Fussell, Rachel E. Scherr, N. Holmes","doi":"10.1119/perc.2022.pr.sundstrom","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.sundstrom","url":null,"abstract":"","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125196959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-22DOI: 10.1119/perc.2022.pr.akubo
M. Akubo, Meagan Sundstrom, N. Holmes
Prior work has found inequities in what experimental roles students take on during instructional labs. Research also suggests that this role division might arise implicitly and that prompting explicit role negotiation might improve equity in lab group work. To understand these various ways students negotiate roles in their lab groups, we use the lens of positioning to analyze two different video episodes of a gender-and-race-diverse group of three students. In one episode, students implicitly take on roles through subtle negotiations and in the second episode, one student explicitly assigns roles. We find that the positioning dynamics in both episodes lead to inequitable learning experiences within the group. This inequity, moreover, occurs along gender and racial lines, prompting future work relating students’ intersectional identities to their positioning dynamics in small groups.
{"title":"Exploring diverse students' negotiation of lab roles through positioning","authors":"M. Akubo, Meagan Sundstrom, N. Holmes","doi":"10.1119/perc.2022.pr.akubo","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.akubo","url":null,"abstract":"Prior work has found inequities in what experimental roles students take on during instructional labs. Research also suggests that this role division might arise implicitly and that prompting explicit role negotiation might improve equity in lab group work. To understand these various ways students negotiate roles in their lab groups, we use the lens of positioning to analyze two different video episodes of a gender-and-race-diverse group of three students. In one episode, students implicitly take on roles through subtle negotiations and in the second episode, one student explicitly assigns roles. We find that the positioning dynamics in both episodes lead to inequitable learning experiences within the group. This inequity, moreover, occurs along gender and racial lines, prompting future work relating students’ intersectional identities to their positioning dynamics in small groups.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130853586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-22DOI: 10.1119/perc.2022.pr.coffie
Camille A. Coffie, Westley D. James, Erin M. Scanlon, Jacquelyn J. Chini
.
．
{"title":"Identifying Academic Ableism: Case Study of a UDL-Learning Community Participant","authors":"Camille A. Coffie, Westley D. James, Erin M. Scanlon, Jacquelyn J. Chini","doi":"10.1119/perc.2022.pr.coffie","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.coffie","url":null,"abstract":".","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116891586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-22DOI: 10.1119/perc.2022.pr.cwik
Sonja Cwik, C. Singh
Self-efficacy has been shown to affect student engagement, learning, and persistence in various science, technology, engineering, and math (STEM) courses and majors. Additionally, prior research has shown that women have lower self-efficacy than men in STEM courses in which women are outnumbered by men. This study examines the self-efficacy of men and women with similar performance in two consecutive algebra-based introductory physics courses in which women make up two thirds of the students. These were mandatory courses at a large public university in the US taken primarily by bioscience majors, many of whom are interested in health professions. Our findings show a gender gap in self-efficacy disadvantaging women when controlling for course grades in both physics 1 and physics 2 both at the beginning and end of the course. Additionally, we find that most of the gender gap in self-efficacy is due to biased perceptions rather than performance in the courses.
{"title":"Women have lower physics self-efficacy controlling for grade even in courses in which they outnumber men","authors":"Sonja Cwik, C. Singh","doi":"10.1119/perc.2022.pr.cwik","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.cwik","url":null,"abstract":"Self-efficacy has been shown to affect student engagement, learning, and persistence in various science, technology, engineering, and math (STEM) courses and majors. Additionally, prior research has shown that women have lower self-efficacy than men in STEM courses in which women are outnumbered by men. This study examines the self-efficacy of men and women with similar performance in two consecutive algebra-based introductory physics courses in which women make up two thirds of the students. These were mandatory courses at a large public university in the US taken primarily by bioscience majors, many of whom are interested in health professions. Our findings show a gender gap in self-efficacy disadvantaging women when controlling for course grades in both physics 1 and physics 2 both at the beginning and end of the course. Additionally, we find that most of the gender gap in self-efficacy is due to biased perceptions rather than performance in the courses.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"4 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120845567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-22DOI: 10.1119/perc.2022.pr.lane
W. Lane, Terrie M. Galanti, Abby Pruett, Julia Whitley, Forouzan Faridian
,
，
{"title":"Creating a computational playground in high school physics","authors":"W. Lane, Terrie M. Galanti, Abby Pruett, Julia Whitley, Forouzan Faridian","doi":"10.1119/perc.2022.pr.lane","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.lane","url":null,"abstract":",","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128411378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
X. Wu, Matthew Guthrie, Mona M. Peyravi, Erin M. Scanlon
Studio physics is an interactive teaching method that benefits students’ learning over traditional physics teaching approaches. A hallmark of studio physics is that instructors minimize lecture time and maximize time spent with students working in groups. However, students need to be well-supported in the group discussions to achieve optimal learning outcomes. In this study, we distributed a student survey and conducted instructor interviews to investigate the support(s) students requested so they could actively engage in group work. The student survey data revealed that students wanted instructors to be approachable during group work and to have a mechanism that guarantees equal group contribution. However, there is a mismatch between the support provided by instructors and the detailed support requested by students. Unified and rigorous guidance for instructors is a necessity for students to actively engage in effective and inclusive group work.
{"title":"They're not buying what we're selling: comparing student-requested supports with instructional practice during group work","authors":"X. Wu, Matthew Guthrie, Mona M. Peyravi, Erin M. Scanlon","doi":"10.1119/perc.2022.pr.wu","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.wu","url":null,"abstract":"Studio physics is an interactive teaching method that benefits students’ learning over traditional physics teaching approaches. A hallmark of studio physics is that instructors minimize lecture time and maximize time spent with students working in groups. However, students need to be well-supported in the group discussions to achieve optimal learning outcomes. In this study, we distributed a student survey and conducted instructor interviews to investigate the support(s) students requested so they could actively engage in group work. The student survey data revealed that students wanted instructors to be approachable during group work and to have a mechanism that guarantees equal group contribution. However, there is a mismatch between the support provided by instructors and the detailed support requested by students. Unified and rigorous guidance for instructors is a necessity for students to actively engage in effective and inclusive group work.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125444461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-22DOI: 10.1119/perc.2022.pr.doucette
Danny Doucette
Conceptual inquiry-based introductory physics labs deploy PER-informed pedagogical strategies in physics labs with the aim of helping to improve students’ understanding of physics concepts. Unlike traditional labs (which tend to be highly-structured and focus on verification of scientific relationships via precision measurements) and skills-based labs (which tend to eschew the aim of helping students learn physics concepts in favor of teaching experimental skills), some studies have suggested that conceptual inquiry-based labs may have a positive impact on student conceptual understanding, as measured by concept inventories. This paper reports on a randomized controlled study that compares student conceptual gains in electricity and magnetism between a conceptual inquiry-based lab and a skills-based lab. Following a difference-in-differences analytical strategy and using hierarchical linear modeling, the result from this study is that the conceptual inquiry-based lab pro-vides no additional benefit to students’ conceptual learning gains compared with the skills-based lab. Studies such as these may help physics departments make decisions about the goals and scope of transformations to their introductory lab courses.
{"title":"Measuring the impact of conceptual inquiry-based labs","authors":"Danny Doucette","doi":"10.1119/perc.2022.pr.doucette","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.doucette","url":null,"abstract":"Conceptual inquiry-based introductory physics labs deploy PER-informed pedagogical strategies in physics labs with the aim of helping to improve students’ understanding of physics concepts. Unlike traditional labs (which tend to be highly-structured and focus on verification of scientific relationships via precision measurements) and skills-based labs (which tend to eschew the aim of helping students learn physics concepts in favor of teaching experimental skills), some studies have suggested that conceptual inquiry-based labs may have a positive impact on student conceptual understanding, as measured by concept inventories. This paper reports on a randomized controlled study that compares student conceptual gains in electricity and magnetism between a conceptual inquiry-based lab and a skills-based lab. Following a difference-in-differences analytical strategy and using hierarchical linear modeling, the result from this study is that the conceptual inquiry-based lab pro-vides no additional benefit to students’ conceptual learning gains compared with the skills-based lab. Studies such as these may help physics departments make decisions about the goals and scope of transformations to their introductory lab courses.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122332471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：