Pub Date : 2022-09-22DOI: 10.1119/perc.2022.plenary.pr.mcneill
R. McNeill, Luis A. Leyva, Gary White, Nicollette D. Mitchell
In this paper, we advocate for inclusion of queer and trans* (QT) students in physics by promoting epistemic diversity. We draw on literature documenting racial epistemic oppression and research exploring the experiences of QT students of color in STEM to build theory around intersectional, coalition-building epistemic justice for queer inclusion. We highlight the affordances of physics teaching that embraces queer epistemic subjectivity (ways of thinking shaped by the lived experience of transgressing regulatory categories of sexuality and gender), and offer implications for instructors that cultivate appreciation for diverse approaches to physics learning in the classroom.
{"title":"Leveraging queer epistemic subjectivity to advance justice through physics teaching","authors":"R. McNeill, Luis A. Leyva, Gary White, Nicollette D. Mitchell","doi":"10.1119/perc.2022.plenary.pr.mcneill","DOIUrl":"https://doi.org/10.1119/perc.2022.plenary.pr.mcneill","url":null,"abstract":"In this paper, we advocate for inclusion of queer and trans* (QT) students in physics by promoting epistemic diversity. We draw on literature documenting racial epistemic oppression and research exploring the experiences of QT students of color in STEM to build theory around intersectional, coalition-building epistemic justice for queer inclusion. We highlight the affordances of physics teaching that embraces queer epistemic subjectivity (ways of thinking shaped by the lived experience of transgressing regulatory categories of sexuality and gender), and offer implications for instructors that cultivate appreciation for diverse approaches to physics learning in the classroom.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"140 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":"114431568","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.prefontaine
Brean Prefontaine, Raymond Smith, Dena Izadi, K. Hinko
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{"title":"Examining community of practice formation within a new informal art and physics program","authors":"Brean Prefontaine, Raymond Smith, Dena Izadi, K. Hinko","doi":"10.1119/perc.2022.pr.prefontaine","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.prefontaine","url":null,"abstract":",","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"15 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":"114926483","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.salty
Kaleigh I. Salty, Anthony E. Gobernatz, Eleanor W. Close
{"title":"ADH� Disorder? Discoveries on ADHD and physics learning from collaborative autoethnography","authors":"Kaleigh I. Salty, Anthony E. Gobernatz, Eleanor W. Close","doi":"10.1119/perc.2022.pr.salty","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.salty","url":null,"abstract":"","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":"121907768","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.dalka
Robert P. Dalka, C. Turpen, J. Corbo, D. Craig
This study aims to understand how physics faculty seeking guidance in making departmental changes related to recruitment and retention frame the challenges in their program. We focus our analysis on one set of applications submitted to the Departmental Action Leadership Institute (DALI) in its first year of operation. DALI is the community engagement activity of the Effective Practices for Physics Programs (EP3) initiative. It brings together a cohort of physics faculty to apprentice into strategies for sustainable institutional change and facilitation practices associated with leading change teams. Through analysis of DALI applications, we find that many applicants attribute their enrollment challenges to sources outside of their immediate control, while those that do propose solutions to these challenges primarily focus on curriculum change. By understanding how DALI applicants frame their enrollment challenges, developers of departmental change resources can better mold their recommendations and community engagement activities to what is needed, whether that be meeting faculty and departments where they are at or pushing departments to explore new strategies and frameworks for evaluating their challenges.
{"title":"Exploring faculty's explanations of enrollment issues: where does responsibility and control reside?","authors":"Robert P. Dalka, C. Turpen, J. Corbo, D. Craig","doi":"10.1119/perc.2022.pr.dalka","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.dalka","url":null,"abstract":"This study aims to understand how physics faculty seeking guidance in making departmental changes related to recruitment and retention frame the challenges in their program. We focus our analysis on one set of applications submitted to the Departmental Action Leadership Institute (DALI) in its first year of operation. DALI is the community engagement activity of the Effective Practices for Physics Programs (EP3) initiative. It brings together a cohort of physics faculty to apprentice into strategies for sustainable institutional change and facilitation practices associated with leading change teams. Through analysis of DALI applications, we find that many applicants attribute their enrollment challenges to sources outside of their immediate control, while those that do propose solutions to these challenges primarily focus on curriculum change. By understanding how DALI applicants frame their enrollment challenges, developers of departmental change resources can better mold their recommendations and community engagement activities to what is needed, whether that be meeting faculty and departments where they are at or pushing departments to explore new strategies and frameworks for evaluating their challenges.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"1 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":"129742277","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.bott
Theodore E. Bott, Tyler Stump, Marcos D. Caballero, Daryl McPadden, P. Irving
With the growing ubiquity of computation in STEM fields, understanding how to teach computational thinking (CT) practices has become an active research area in the last two decades, with particular emphasis on developing CT frameworks. In this paper, we apply one of these CT frameworks and compare the results with a task analysis to examine how CT practices relate to specific design features of an in-class problem. We have analyzed video data from two separate groups working on one computational class period, which utilizes a minimally working program to model magnetic field vectors. While still in the initial stages of the study, our preliminary results indicate that what is left out of the minimally working program will impact the CT practices students use, particularly around building computational models. Ultimately, we hope this work will help instructors to design activities that can target & build specific CT practices.
{"title":"Examining how problem design relates to computational thinking practices","authors":"Theodore E. Bott, Tyler Stump, Marcos D. Caballero, Daryl McPadden, P. Irving","doi":"10.1119/perc.2022.pr.bott","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.bott","url":null,"abstract":"With the growing ubiquity of computation in STEM fields, understanding how to teach computational thinking (CT) practices has become an active research area in the last two decades, with particular emphasis on developing CT frameworks. In this paper, we apply one of these CT frameworks and compare the results with a task analysis to examine how CT practices relate to specific design features of an in-class problem. We have analyzed video data from two separate groups working on one computational class period, which utilizes a minimally working program to model magnetic field vectors. While still in the initial stages of the study, our preliminary results indicate that what is left out of the minimally working program will impact the CT practices students use, particularly around building computational models. Ultimately, we hope this work will help instructors to design activities that can target & build specific CT practices.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"54 8 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":"134448825","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.swirtz
Madison Swirtz, Ram�n S. Barthelemy
Queer theory in STEM education research is often used as a synonym for studying LGBT+ students or queer issues. However, queer theory and queer methods can be applied to discipline-based education research far more broadly. In this paper I introduce a unique perspective on "queering" quantitative and qualitative research methods and highlight some of the ways these methods are already compatible with the goals of physics education research. This will include discussions of deconstructing binaries, empowering participants in the research process, and reimagining study design to attain novel insights about the experiences of physicists.
{"title":"Queering methodologies in physics education research","authors":"Madison Swirtz, Ram�n S. Barthelemy","doi":"10.1119/perc.2022.pr.swirtz","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.swirtz","url":null,"abstract":"Queer theory in STEM education research is often used as a synonym for studying LGBT+ students or queer issues. However, queer theory and queer methods can be applied to discipline-based education research far more broadly. In this paper I introduce a unique perspective on \"queering\" quantitative and qualitative research methods and highlight some of the ways these methods are already compatible with the goals of physics education research. This will include discussions of deconstructing binaries, empowering participants in the research process, and reimagining study design to attain novel insights about the experiences of physicists.","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":"134608579","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.descamps
Ian Descamps, Sophia M. Jeon, David M. Hammer
Students’ framing of an activity – their understanding of “what is it that’s going on here” [1] – shapes how they act, think, and learn. Prior research suggests that framing instructional physics laboratory activities as confirming known results is problematic for learning [2, 3]. Here, we complicate those findings by presenting a case-study of students who exhibit confirmation framing as they engage in productive behavior. In this case, data that are inconsistent with the theoretical model of the lab motivate a genuine problem for the three students, who troubleshoot their apparatus and analyze their data to construct an explanation for this anomaly. We claim that their productive behavior is supported by their confirmation framing; put another way, we claim that their confirmation framing engenders their productive behavior: the students seek to explain how they could have caused this error. The case-study reported on here is part of a larger project studying student behavior in non-traditional physics labs.
{"title":"A case of productive confirmation framing in an introductory lab","authors":"Ian Descamps, Sophia M. Jeon, David M. Hammer","doi":"10.1119/perc.2022.pr.descamps","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.descamps","url":null,"abstract":"Students’ framing of an activity – their understanding of “what is it that’s going on here” [1] – shapes how they act, think, and learn. Prior research suggests that framing instructional physics laboratory activities as confirming known results is problematic for learning [2, 3]. Here, we complicate those findings by presenting a case-study of students who exhibit confirmation framing as they engage in productive behavior. In this case, data that are inconsistent with the theoretical model of the lab motivate a genuine problem for the three students, who troubleshoot their apparatus and analyze their data to construct an explanation for this anomaly. We claim that their productive behavior is supported by their confirmation framing; put another way, we claim that their confirmation framing engenders their productive behavior: the students seek to explain how they could have caused this error. The case-study reported on here is part of a larger project studying student behavior in non-traditional physics labs.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"179 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":"132302978","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}
{"title":"Development, validation and online and in-person implementation of clicker question sequence on quantum measurement uncertainty","authors":"Peter Hu, Yangqiuting Li, C. Singh","doi":"10.1119/perc.2022.pr.hu","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.hu","url":null,"abstract":",","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"44 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":"128085526","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.santana
Lisabeth M. Santana, C. Singh
This research focuses on the experiences of physics and astronomy graduate women of color. We conducted semi-structured, empathetic interviews to understand their experiences in their graduate program and how they navigate the physics department at a large research university, which is a predominantly white institution. The interviews are guided by critical race theory (CRT). We use CRT to examine how racial identities play a role in the obstacles faced by these women, including interactions with peers and faculty members. In this paper, we focus on the experiences of a Black woman in physics, Linda, to understand how her marginalized identities affected her experiences in physics during her undergraduate and graduate programs. The themes that emerged from Linda’s interview include lack of support, more than just doing physics, and persistence in physics.
{"title":"Investigating experiences of a Black woman in physics and astronomy","authors":"Lisabeth M. Santana, C. Singh","doi":"10.1119/perc.2022.pr.santana","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.santana","url":null,"abstract":"This research focuses on the experiences of physics and astronomy graduate women of color. We conducted semi-structured, empathetic interviews to understand their experiences in their graduate program and how they navigate the physics department at a large research university, which is a predominantly white institution. The interviews are guided by critical race theory (CRT). We use CRT to examine how racial identities play a role in the obstacles faced by these women, including interactions with peers and faculty members. In this paper, we focus on the experiences of a Black woman in physics, Linda, to understand how her marginalized identities affected her experiences in physics during her undergraduate and graduate programs. The themes that emerged from Linda’s interview include lack of support, more than just doing physics, and persistence in physics.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"60 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":"132971936","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}
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