Pub Date : 2022-09-22DOI: 10.1119/perc.2022.pr.fussell
Rebeckah Fussell, A. Mazrui, N. Holmes
,
，
{"title":"Machine learning for automated content analysis: characteristics of training data impact reliability","authors":"Rebeckah Fussell, A. Mazrui, N. Holmes","doi":"10.1119/perc.2022.pr.fussell","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.fussell","url":null,"abstract":",","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"31 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":"122800586","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.anderson
Austin Anderson, P. Pressler, W. Lane
As physics educators integrate computational activities, they must attend to the overarching processes that students follow when interacting with computer code. We describe one such process, Coding Expediently, as an epistemic game that students might play with a goal of minimizing the amount of time or keystrokes required to carry out a set of programming steps. Playing this game reduces the time and cognitive load students devote to step-by-step interaction with computer code, leaving more time and cognitive load for bigger-picture sensemaking. We describe observations of two students playing this game during think-aloud interviews in which they completed an introductory Python tutorial. These students represent two differing technical backgrounds: rich experience with mathematics and no programming experience, and moderate experience with mathematics and rich programming experience outside of Python. We describe observations of these students playing this epistemic game selectively (even when they are aware of its benefits) and how they play this game in significantly different ways.
{"title":"Coding Expediently: A Computationally Situated Epistemic Game","authors":"Austin Anderson, P. Pressler, W. Lane","doi":"10.1119/perc.2022.pr.anderson","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.anderson","url":null,"abstract":"As physics educators integrate computational activities, they must attend to the overarching processes that students follow when interacting with computer code. We describe one such process, Coding Expediently, as an epistemic game that students might play with a goal of minimizing the amount of time or keystrokes required to carry out a set of programming steps. Playing this game reduces the time and cognitive load students devote to step-by-step interaction with computer code, leaving more time and cognitive load for bigger-picture sensemaking. We describe observations of two students playing this game during think-aloud interviews in which they completed an introductory Python tutorial. These students represent two differing technical backgrounds: rich experience with mathematics and no programming experience, and moderate experience with mathematics and rich programming experience outside of Python. We describe observations of these students playing this epistemic game selectively (even when they are aware of its benefits) and how they play this game in significantly different ways.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"85 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":"132983961","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.chini
Jacquelyn J. Chini, Erin M. Scanlon
We draw on methods from lines-of-argument analysis in Critical Interpretive Synthesis to synthesize and critique pathways through which disabled students access supports in postsecondary STEM. Integrating recent literature about pathways to access in postsecondary education as well as our ongoing research, we describe various mechanisms through which disabled students are currently provided (or not provided) access in postsecondary STEM and identify strengths and weaknesses with these various pathways. Specifically, we describe and problematize the typical accommodations process, which requires students to register with a Disability Resource Center which then negotiates accommodations with the disabled student and their instructors. Next, we describe alternatives to the traditional accommodations model, such as normalizing discussion of access needs (a tenant of disability justice), allowing individual instructors to validate students’ needs and appropriate accommodations, and access through interdependence (another tenant of disability justice). We describe dimensions along which these pathways vary, such as process, disclosure, requirements for validity, and burden. We suggest instructors and mentors pull from all these models to create a transparent ecosystem of supports.
{"title":"Synthesizing disabled physics students' pathways to access: a call for more access talk","authors":"Jacquelyn J. Chini, Erin M. Scanlon","doi":"10.1119/perc.2022.pr.chini","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.chini","url":null,"abstract":"We draw on methods from lines-of-argument analysis in Critical Interpretive Synthesis to synthesize and critique pathways through which disabled students access supports in postsecondary STEM. Integrating recent literature about pathways to access in postsecondary education as well as our ongoing research, we describe various mechanisms through which disabled students are currently provided (or not provided) access in postsecondary STEM and identify strengths and weaknesses with these various pathways. Specifically, we describe and problematize the typical accommodations process, which requires students to register with a Disability Resource Center which then negotiates accommodations with the disabled student and their instructors. Next, we describe alternatives to the traditional accommodations model, such as normalizing discussion of access needs (a tenant of disability justice), allowing individual instructors to validate students’ needs and appropriate accommodations, and access through interdependence (another tenant of disability justice). We describe dimensions along which these pathways vary, such as process, disclosure, requirements for validity, and burden. We suggest instructors and mentors pull from all these models to create a transparent ecosystem of supports.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"59 47","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113933530","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.geiger
Jon M. Geiger, L. Goodhew, T. O. Odden
Research characterizing common student ideas about particular physics topics has significantly impacted university-level physics teaching by providing knowledge that supports instructors to target their instruction and by informing curriculum development. In this work, we utilize a Natural Language Processing algorithm (Latent Dirichlet Allocation, or LDA) to identify distinct student ideas in a set of written responses to a conceptual physics question, with the goal of significantly expediting the process of characterizing student ideas. We preliminarily test the LDA approach by applying the algorithm to a collection of introductory physics student responses to a conceptual question about circuits, specifically attending to whether it is useful for characterizing instructionally-relevant student ideas. We find that for a large enough collection of student responses ( N ≈ 500 ), LDA can be useful for characterizing the ideas students used to answer conceptual physics questions. We discuss some considerations that researchers may take into account as they interpret the results of the LDA algorithm for characterizing student’s physics ideas.
{"title":"Developing a natural language processing approach for analyzing student ideas in calculus-based introductory physics","authors":"Jon M. Geiger, L. Goodhew, T. O. Odden","doi":"10.1119/perc.2022.pr.geiger","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.geiger","url":null,"abstract":"Research characterizing common student ideas about particular physics topics has significantly impacted university-level physics teaching by providing knowledge that supports instructors to target their instruction and by informing curriculum development. In this work, we utilize a Natural Language Processing algorithm (Latent Dirichlet Allocation, or LDA) to identify distinct student ideas in a set of written responses to a conceptual physics question, with the goal of significantly expediting the process of characterizing student ideas. We preliminarily test the LDA approach by applying the algorithm to a collection of introductory physics student responses to a conceptual question about circuits, specifically attending to whether it is useful for characterizing instructionally-relevant student ideas. We find that for a large enough collection of student responses ( N ≈ 500 ), LDA can be useful for characterizing the ideas students used to answer conceptual physics questions. We discuss some considerations that researchers may take into account as they interpret the results of the LDA algorithm for characterizing student’s physics ideas.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"21 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":"121186018","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.bennett
Ridge Bennett, Dina Zohrabi Alaee, B. Zwickl
,
，
{"title":"Analysis of Physics Students' Subfield Career Decision-Making Using Social Cognitive Career Theory","authors":"Ridge Bennett, Dina Zohrabi Alaee, B. Zwickl","doi":"10.1119/perc.2022.pr.bennett","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.bennett","url":null,"abstract":",","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"67 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":"114935823","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.willison
J. Willison, Julie Christensen, Sung-Kook Byun, David Stroupe, Marcos D. Caballero
Science educators agree that computation is a growing necessity for curricula at many levels. One program looking to bring computation into high school classes is an NSF-funded program at Michigan State University called Integrating Computation in Science Across Michigan (ICSAM). ICSAM is a year-round program that brings a community of teachers together to help them equitably add computation into their physics curricula. While in the ICSAM program, data is collected from participating teachers through interviews, surveys, classroom videos, and more. In this paper, we examine a case study of an active participant who fits the mold of a typical high school physics teacher in the United States. We utilize the lenses of critical pedagogical discourses and contextual discourses to explore the decision-making behind the adoption of various resources by this teacher during their time with ICSAM. The ways in which this teacher integrated computation in their classroom, along with the nuanced challenges that they faced, might be able to help inform other teachers, professional development providers, and curriculum development of the nature of implementing computation into high school curricula. This work was supported by the National Science Foundation (DRL-1741575) and Michigan State University’s Lappan-Philips Foundation.
{"title":"How do you eat an elephant? How problem solving informs computational instruction in high school physics","authors":"J. Willison, Julie Christensen, Sung-Kook Byun, David Stroupe, Marcos D. Caballero","doi":"10.1119/perc.2022.pr.willison","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.willison","url":null,"abstract":"Science educators agree that computation is a growing necessity for curricula at many levels. One program looking to bring computation into high school classes is an NSF-funded program at Michigan State University called Integrating Computation in Science Across Michigan (ICSAM). ICSAM is a year-round program that brings a community of teachers together to help them equitably add computation into their physics curricula. While in the ICSAM program, data is collected from participating teachers through interviews, surveys, classroom videos, and more. In this paper, we examine a case study of an active participant who fits the mold of a typical high school physics teacher in the United States. We utilize the lenses of critical pedagogical discourses and contextual discourses to explore the decision-making behind the adoption of various resources by this teacher during their time with ICSAM. The ways in which this teacher integrated computation in their classroom, along with the nuanced challenges that they faced, might be able to help inform other teachers, professional development providers, and curriculum development of the nature of implementing computation into high school curricula. This work was supported by the National Science Foundation (DRL-1741575) and Michigan State University’s Lappan-Philips Foundation.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"113 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":"124307306","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.riihiluoma
William D. Riihiluoma, Zeynep Topdemir, John R. Thompson
{"title":"Applying a symbolic forms lens to probability expressions in upper-division quantum mechanics","authors":"William D. Riihiluoma, Zeynep Topdemir, John R. Thompson","doi":"10.1119/perc.2022.pr.riihiluoma","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.riihiluoma","url":null,"abstract":"","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"88 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":"124045718","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.zohrabi_alaee
Dina Zohrabi Alaee, B. Zwickl
Learning physics in any context, including undergraduate research experiences, requires learning its concepts and the relational structure between those new concepts with what students already know. We use concept maps, a knowledge elicitation method, for assessing mentees’ and mentors’ knowledge structures during Research Experience for Undergraduates programs. The study looked at maps from seven mentor-mentee pairs to understand how mentors and mentees use specific knowledge and strategies during the development of their concept maps. A qualitative analysis of the maps showed mentors and mentees differed in their ways of organizing and displaying their knowledge in terms of structure, scale, language, and use of conceptual and procedural knowledge. For instance, mentees used more procedural knowledge. It is perhaps due to their perception of finishing their Research Experiences for Undergraduates (REU) projects and the fact that they may have only limited and superficial knowledge of specific topics. However, mentors maps were smaller but more significant in using more comprehensive conceptual knowledge and connecting their maps to the broader scientific context.
{"title":"A qualitative analysis of concept maps through the Research Experiences for Undergraduates (REU) programs.","authors":"Dina Zohrabi Alaee, B. Zwickl","doi":"10.1119/perc.2022.pr.zohrabi_alaee","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.zohrabi_alaee","url":null,"abstract":"Learning physics in any context, including undergraduate research experiences, requires learning its concepts and the relational structure between those new concepts with what students already know. We use concept maps, a knowledge elicitation method, for assessing mentees’ and mentors’ knowledge structures during Research Experience for Undergraduates programs. The study looked at maps from seven mentor-mentee pairs to understand how mentors and mentees use specific knowledge and strategies during the development of their concept maps. A qualitative analysis of the maps showed mentors and mentees differed in their ways of organizing and displaying their knowledge in terms of structure, scale, language, and use of conceptual and procedural knowledge. For instance, mentees used more procedural knowledge. It is perhaps due to their perception of finishing their Research Experiences for Undergraduates (REU) projects and the fact that they may have only limited and superficial knowledge of specific topics. However, mentors maps were smaller but more significant in using more comprehensive conceptual knowledge and connecting their maps to the broader scientific context.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"30 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":"127948765","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.lang
Dawson T. Lang, E. M. Smith
Students’ sense of belonging contributes to success at universities. Studies hint that students’ sense of belonging in their introductory STEM courses may be tied to the course structures. In this study, we compared students’ sense of belonging and letter grade between four semesters of an introductory calculus-based electricity and magnetism course. The course structures varied throughout the four semesters with hybrid versus in-person instruction and midterm exams versus quizzes for assessment, but all implementations used research-based instruction. Here, we compare students’ sense of belonging and letter grades within these different course structures. Students expressed a stronger sense of belonging and earned higher letter grades with the lower-stakes quiz structure than in prior semesters with midterm exams. However, students’ sense of belonging did not measurably change when attending hybrid compared to in-person.
{"title":"Investigating the effects of course structure on students' sense of belonging and course performance","authors":"Dawson T. Lang, E. M. Smith","doi":"10.1119/perc.2022.pr.lang","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.lang","url":null,"abstract":"Students’ sense of belonging contributes to success at universities. Studies hint that students’ sense of belonging in their introductory STEM courses may be tied to the course structures. In this study, we compared students’ sense of belonging and letter grade between four semesters of an introductory calculus-based electricity and magnetism course. The course structures varied throughout the four semesters with hybrid versus in-person instruction and midterm exams versus quizzes for assessment, but all implementations used research-based instruction. Here, we compare students’ sense of belonging and letter grades within these different course structures. Students expressed a stronger sense of belonging and earned higher letter grades with the lower-stakes quiz structure than in prior semesters with midterm exams. However, students’ sense of belonging did not measurably change when attending hybrid compared to in-person.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"7 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":"115461729","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.verostek
Mike Verostek, Molly Griston, Jes�s Botello, B. Zwickl
Many of the activities and cognitive processes that physicists use while solving problems are “invisible” to students, which can hinder their acquisition of important expert-like skills. Whereas the detailed calculations performed by researchers are often published in journals and textbooks, other activities such as those undertaken while planning how to approach a problem are rarely discussed in published research. Hence, these activities are especially hidden from students. To better understand how physicists solve problems in their professional research, we leveraged the framework of cognitive task analysis to conduct semi-structured interviews with theoretical physicists ( N = 11 ). Here we elucidate the role of planning and preliminary analysis in theorists’ work. Theorists described using a variety of activities in order to decide if their project was doable while also generating possible solution paths. These actions included doing preliminary calculations, reflecting on previous knowledge, gaining intuition and understanding by studying prior work, and reproducing previous results. We found that theorists typically did not pursue projects unless they had a clear idea of what the outcome of their project would be, or at least knew that they would be able to make progress on the problem. Thus, this preliminary design and analysis phase was highly important for theorists despite being largely hidden from students. We conclude by suggesting potential ways to incorporate our findings into the classroom to give students more numerous opportunities to engage in these expert-like practices.
{"title":"Making expert cognitive processes visible: planning and preliminary analysis in theoretical physics research","authors":"Mike Verostek, Molly Griston, Jes�s Botello, B. Zwickl","doi":"10.1119/perc.2022.pr.verostek","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.verostek","url":null,"abstract":"Many of the activities and cognitive processes that physicists use while solving problems are “invisible” to students, which can hinder their acquisition of important expert-like skills. Whereas the detailed calculations performed by researchers are often published in journals and textbooks, other activities such as those undertaken while planning how to approach a problem are rarely discussed in published research. Hence, these activities are especially hidden from students. To better understand how physicists solve problems in their professional research, we leveraged the framework of cognitive task analysis to conduct semi-structured interviews with theoretical physicists ( N = 11 ). Here we elucidate the role of planning and preliminary analysis in theorists’ work. Theorists described using a variety of activities in order to decide if their project was doable while also generating possible solution paths. These actions included doing preliminary calculations, reflecting on previous knowledge, gaining intuition and understanding by studying prior work, and reproducing previous results. We found that theorists typically did not pursue projects unless they had a clear idea of what the outcome of their project would be, or at least knew that they would be able to make progress on the problem. Thus, this preliminary design and analysis phase was highly important for theorists despite being largely hidden from students. We conclude by suggesting potential ways to incorporate our findings into the classroom to give students more numerous opportunities to engage in these expert-like practices.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"41 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":"115610374","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：