Pub Date : 2022-09-22DOI: 10.1119/perc.2022.pr.corbo
J. Corbo, D. Craig, Robert P. Dalka, C. Turpen
,
，
{"title":"Introducing the Departmental Action Leadership Institute and its preliminary outcomes","authors":"J. Corbo, D. Craig, Robert P. Dalka, C. Turpen","doi":"10.1119/perc.2022.pr.corbo","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.corbo","url":null,"abstract":",","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"13 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":"132444952","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.mburu
Ted Mburu, Liana Rodelli, Colleen Countryman
,
，
{"title":"Assessing the efficacy of a new online game and simulation to teach electric fields","authors":"Ted Mburu, Liana Rodelli, Colleen Countryman","doi":"10.1119/perc.2022.pr.mburu","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.mburu","url":null,"abstract":",","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"17 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":"125327295","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.mcdermott
Liam G. E. McDermott
physics identity,
物理身份,
{"title":"Introducing political disability identity as a framework for studying disability in physics","authors":"Liam G. E. McDermott","doi":"10.1119/perc.2022.pr.mcdermott","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.mcdermott","url":null,"abstract":"physics identity,","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":"126468241","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.smith
Trevor I. Smith, Philip Eaton, Suzanne White Brahmia, Alexis Olsho, Charlotte Zimmerman, A. Boudreaux
Multiple-choice-multiple-response (MCMR) items allow students to select as many responses as they think are correct to a given question stem. Using MCMR items can provide researchers and instructors with a richer and more complete picture of what students do and do not understand about a particular topic. Interpreting students’ MCMR responses is more nuanced than it is for single-response items. Unfortunately, many typical analyses of data from multiple-choice tests assume dichotomously-scored items, which eliminates the possibility of incorporating the rich information from students’ response patterns to MCMR items. We present a novel methodology for using a combination of item response theory models to analyze data from MCMR items. These methods could be applied to inform scoring models that incorporate partial credit for various response patterns.
{"title":"Analyzing Multiple-Choice-Multiple-Response Items Using Item Response Theory","authors":"Trevor I. Smith, Philip Eaton, Suzanne White Brahmia, Alexis Olsho, Charlotte Zimmerman, A. Boudreaux","doi":"10.1119/perc.2022.pr.smith","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.smith","url":null,"abstract":"Multiple-choice-multiple-response (MCMR) items allow students to select as many responses as they think are correct to a given question stem. Using MCMR items can provide researchers and instructors with a richer and more complete picture of what students do and do not understand about a particular topic. Interpreting students’ MCMR responses is more nuanced than it is for single-response items. Unfortunately, many typical analyses of data from multiple-choice tests assume dichotomously-scored items, which eliminates the possibility of incorporating the rich information from students’ response patterns to MCMR items. We present a novel methodology for using a combination of item response theory models to analyze data from MCMR items. These methods could be applied to inform scoring models that incorporate partial credit for various response patterns.","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":"114266798","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.pressler
P. Pressler, A. Anderson, Katherine Humphreys, M. Swartz, W. Lane
,
，
{"title":"Insights into Student Metacognition from Reflective Writing in an Introductory Studio Physics Course","authors":"P. Pressler, A. Anderson, Katherine Humphreys, M. Swartz, W. Lane","doi":"10.1119/perc.2022.pr.pressler","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.pressler","url":null,"abstract":",","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"12 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":"115857150","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.justice
Paul Justice, E. Marshman, Chandralekha Singh
We report on an investigation in which we compare the conceptual performance of upper-level undergraduates and graduate students, who worked on two different validated Quantum Interactive Learning Tutorials (QuILTs). One of the QuILTs incorporates mathematical reasoning while focusing on helping students develop a good conceptual understanding of quantum optics using a Mach-Zehnder Interferometer with single photons and polarizers. Performance of students who engaged with this “hybrid” (integrated conceptual and quantitative) QuILT is compared with those who engaged with a conceptual QuILT focusing on the same topics without quantitative tools. We find that the posttest performance on conceptual questions of physics graduate students who engaged with the hybrid QuILT was generally better than those who engaged with the conceptual QuILT. For undergraduate students, the results were mixed.
{"title":"Impact of mathematical reasoning on students� understanding of quantum optics","authors":"Paul Justice, E. Marshman, Chandralekha Singh","doi":"10.1119/perc.2022.pr.justice","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.justice","url":null,"abstract":"We report on an investigation in which we compare the conceptual performance of upper-level undergraduates and graduate students, who worked on two different validated Quantum Interactive Learning Tutorials (QuILTs). One of the QuILTs incorporates mathematical reasoning while focusing on helping students develop a good conceptual understanding of quantum optics using a Mach-Zehnder Interferometer with single photons and polarizers. Performance of students who engaged with this “hybrid” (integrated conceptual and quantitative) QuILT is compared with those who engaged with a conceptual QuILT focusing on the same topics without quantitative tools. We find that the posttest performance on conceptual questions of physics graduate students who engaged with the hybrid QuILT was generally better than those who engaged with the conceptual QuILT. For undergraduate students, the results were mixed.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"16 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":"114406834","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.emigh
Paul J. Emigh, C. Manogue
We examine how upper-division physics students find derivatives from an equipotential graph in an individual interview setting. We focus specifically on identifying the different kinds of behavior that students engage in when finding a derivative from an equipotential graph, and also on the representational elements that students use or introduce during their work. We find that the students were able to find the derivative successfully using a ratio-of-small-changes approach. Students engaged in behavior like sketching straight lines or arrows on the given graph as a way to choose points for calculating a ratio and to keep one variable constant for the derivative. We also saw students make sense of the equipotential graph and reinterpret the derivative they found using those representations using two other graphical representations: cross-sections and three-dimensional plastic surfaces. We find these results encouraging because the students had studied equipotential graphs and derivatives as ratios-of-small-changes as part of their junior-level electrostatics, suggesting that such a course is effective at helping students develop representational fluency for working with multivariable derivatives.
{"title":"Finding Derivatives from an Equipotential Graph","authors":"Paul J. Emigh, C. Manogue","doi":"10.1119/perc.2022.pr.emigh","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.emigh","url":null,"abstract":"We examine how upper-division physics students find derivatives from an equipotential graph in an individual interview setting. We focus specifically on identifying the different kinds of behavior that students engage in when finding a derivative from an equipotential graph, and also on the representational elements that students use or introduce during their work. We find that the students were able to find the derivative successfully using a ratio-of-small-changes approach. Students engaged in behavior like sketching straight lines or arrows on the given graph as a way to choose points for calculating a ratio and to keep one variable constant for the derivative. We also saw students make sense of the equipotential graph and reinterpret the derivative they found using those representations using two other graphical representations: cross-sections and three-dimensional plastic surfaces. We find these results encouraging because the students had studied equipotential graphs and derivatives as ratios-of-small-changes as part of their junior-level electrostatics, suggesting that such a course is effective at helping students develop representational fluency for working with multivariable derivatives.","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":"121958239","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.oleynik
Dan P. Oleynik, Erin M. Scanlon, Jacquelyn J. Chini
In this paper, we present a case study with a disabled physics student to draw attention to his experiences in the physics community, and the barriers and supports that he experienced as he advanced through his physics career. Using a methodology of narrative analysis, we identify themes and genres within the stories told by the participant. Narratives are often created to explain the unexpected and to solve a problem. In the physics community, disabled students find their “differences” (i.e., disability/impairments) are often positioned as unexpected and a problem to be solved. We use narrative analysis to humanize disabled physics students and to highlight their lived experiences of progressing through the physics community over their perceived deviation from the physics “norm.” From this, we create resources for physics mentors to increase their knowledge of disabled physics students’ experiences and how to support accessibility and inclusion in the physics community.
{"title":"The Epic and the Tragedy: Narratives of a Disabled Physics Student","authors":"Dan P. Oleynik, Erin M. Scanlon, Jacquelyn J. Chini","doi":"10.1119/perc.2022.pr.oleynik","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.oleynik","url":null,"abstract":"In this paper, we present a case study with a disabled physics student to draw attention to his experiences in the physics community, and the barriers and supports that he experienced as he advanced through his physics career. Using a methodology of narrative analysis, we identify themes and genres within the stories told by the participant. Narratives are often created to explain the unexpected and to solve a problem. In the physics community, disabled students find their “differences” (i.e., disability/impairments) are often positioned as unexpected and a problem to be solved. We use narrative analysis to humanize disabled physics students and to highlight their lived experiences of progressing through the physics community over their perceived deviation from the physics “norm.” From this, we create resources for physics mentors to increase their knowledge of disabled physics students’ experiences and how to support accessibility and inclusion in the physics community.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"73 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":"122023703","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.zimmerman
Charlotte Zimmerman, Andrew McCarty, Suzanne White Brahmia, Alexis Olsho, M. De Cock, A. Boudreaux, Trevor I. Smith, Philip Eaton
Physics quantitative literacy (PQL)—applying familiar mathematics in novel ways in the context of physics— is ubiquitous across physics classrooms. The Physics Inventory for Quantitative Literacy, or PIQL, is a recently published reasoning inventory that can be used to assess PQL from calculus-based introductory physics through upper division courses (White Brahmia et al. 2021). There remains a need, however, for assessment of quantitative reasoning at the algebra-based level which includes not only algebra-based college courses but also pre-college physics courses. We present recent work adapting the PIQL to an algebra-based context towards developing the GERQN—the Generalized Equation-based Reasoning inventory for Quantities and Negativity. We report lessons learned from our efforts to adapt items from the calculus-based PIQL to the algebra-based GERQN, and provide examples of how items were revised to be within students proximal zone. We also report on our experience translating the GERQN into Flemish as part of a larger, on-going research project, and what we learned about language accessibility for native and non-native English speakers alike for developing assessment items, curricular materials, and when speaking with students.
物理定量素养(PQL)——在物理背景下以新颖的方式应用熟悉的数学——在物理教室中无处不在。《定量素养物理清单》(physical Inventory for Quantitative Literacy，简称PIQL)是最近发布的一份推理清单，可用于评估从基于微积分的入门物理到高年级课程的PQL (White Brahmia et al. 2021)。然而，仍然需要在基于代数的水平上评估定量推理，这不仅包括基于代数的大学课程，还包括大学预科物理课程。我们介绍了最近的工作，使PIQL适应基于代数的上下文，以开发gerqn -基于广义方程的数量和消极性推理清单。我们报告了将基于微积分的PIQL项目调整为基于代数的GERQN的经验教训，并提供了如何将项目修改为学生近端区域的例子。我们还报告了我们将GERQN翻译成佛兰德语的经验，这是一个更大的，正在进行的研究项目的一部分，以及我们在开发评估项目，课程材料以及与学生交谈时对母语和非母语英语人士的语言可访问性的了解。
{"title":"Assessing physics quantitative literacy in algebra-based physics: lessons learned","authors":"Charlotte Zimmerman, Andrew McCarty, Suzanne White Brahmia, Alexis Olsho, M. De Cock, A. Boudreaux, Trevor I. Smith, Philip Eaton","doi":"10.1119/perc.2022.pr.zimmerman","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.zimmerman","url":null,"abstract":"Physics quantitative literacy (PQL)—applying familiar mathematics in novel ways in the context of physics— is ubiquitous across physics classrooms. The Physics Inventory for Quantitative Literacy, or PIQL, is a recently published reasoning inventory that can be used to assess PQL from calculus-based introductory physics through upper division courses (White Brahmia et al. 2021). There remains a need, however, for assessment of quantitative reasoning at the algebra-based level which includes not only algebra-based college courses but also pre-college physics courses. We present recent work adapting the PIQL to an algebra-based context towards developing the GERQN—the Generalized Equation-based Reasoning inventory for Quantities and Negativity. We report lessons learned from our efforts to adapt items from the calculus-based PIQL to the algebra-based GERQN, and provide examples of how items were revised to be within students proximal zone. We also report on our experience translating the GERQN into Flemish as part of a larger, on-going research project, and what we learned about language accessibility for native and non-native English speakers alike for developing assessment items, curricular materials, and when speaking with students.","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":"123190935","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.mason
Andrew J. Mason, J. Colton
: A previous study showed that incentivizing students to correct mistakes on unit exam problems within an upper-division quantum mechanics course improved students’ problem-solving efforts on those same problems in a final exam environment, relative to a comparison group of students who were not incentivized. We attempt to replicate the quantitative portion of this study within a first-semester upper-division electromagnetism course, specifically examining students’ invoking correct concepts and applying those concepts correctly. A statistical comparison of students who accepted the offer to rework unit exam problems for partial credit, versus students who declined the offer, demonstrates a better improvement for students who chose to rework relative to students who declined. As the results suggested that unit exam performance might provide a covariate within the comparison of choice to rework between groups, the results were analyzed using ANCOVA; to understand the effect size, a pre-post normalized gain comparison was also made; statistical results were consistent across both measurements. Results additionally appear to show that incentivization works more specifically for invoking correct concepts on a primarily conceptual problem, and more specifically for applying concepts correctly on a primarily algorithmic problem. Future plans include a more complete analytical framework using think-aloud protocol interviews for students from the sample, as well as more statistical detail to determine the interaction between unit exam score and choice to rework problems.
{"title":"Reworking exam problems to incentivize improved performance in upper-division electrodynamics","authors":"Andrew J. Mason, J. Colton","doi":"10.1119/perc.2022.pr.mason","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.mason","url":null,"abstract":": A previous study showed that incentivizing students to correct mistakes on unit exam problems within an upper-division quantum mechanics course improved students’ problem-solving efforts on those same problems in a final exam environment, relative to a comparison group of students who were not incentivized. We attempt to replicate the quantitative portion of this study within a first-semester upper-division electromagnetism course, specifically examining students’ invoking correct concepts and applying those concepts correctly. A statistical comparison of students who accepted the offer to rework unit exam problems for partial credit, versus students who declined the offer, demonstrates a better improvement for students who chose to rework relative to students who declined. As the results suggested that unit exam performance might provide a covariate within the comparison of choice to rework between groups, the results were analyzed using ANCOVA; to understand the effect size, a pre-post normalized gain comparison was also made; statistical results were consistent across both measurements. Results additionally appear to show that incentivization works more specifically for invoking correct concepts on a primarily conceptual problem, and more specifically for applying concepts correctly on a primarily algorithmic problem. Future plans include a more complete analytical framework using think-aloud protocol interviews for students from the sample, as well as more statistical detail to determine the interaction between unit exam score and choice to rework problems.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"4178 4 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":"127570264","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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