Pub Date : 2022-09-22DOI: 10.1119/perc.2022.pr.fittswood
Thomas Fittswood, Drew J. Rosen, M. R. Stetzer
{"title":"Insights from an intervention designed to support consistent reasoning","authors":"Thomas Fittswood, Drew J. Rosen, M. R. Stetzer","doi":"10.1119/perc.2022.pr.fittswood","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.fittswood","url":null,"abstract":"","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"96 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":"124875883","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.phillips
A. M. Phillips, E. Gouvea, B. Gravel, T. Atherton
As opposed to practices that reinforce inequitable power structures, disciplinary practices in STEM that con-verge with themes of resistance (identified through Critical analysis) are better suited to support marginalized students. We identify two instances (within the setting of a computational physics course) where we notice resonance between disciplinary practices and queer theory. We use this queer reading of our learning environment to explore possibilities for queering physics education. We argue that identifying and amplifying STEM practices that are compatible with such themes can support justice-oriented pedagogy and align with efforts to incorporate agency and scientific practices into Physics classrooms.
{"title":"Disciplinary Inq[ee]ry in Computational Physics","authors":"A. M. Phillips, E. Gouvea, B. Gravel, T. Atherton","doi":"10.1119/perc.2022.pr.phillips","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.phillips","url":null,"abstract":"As opposed to practices that reinforce inequitable power structures, disciplinary practices in STEM that con-verge with themes of resistance (identified through Critical analysis) are better suited to support marginalized students. We identify two instances (within the setting of a computational physics course) where we notice resonance between disciplinary practices and queer theory. We use this queer reading of our learning environment to explore possibilities for queering physics education. We argue that identifying and amplifying STEM practices that are compatible with such themes can support justice-oriented pedagogy and align with efforts to incorporate agency and scientific practices into Physics classrooms.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"18 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":"116677774","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.stump
Emily M. Stump, N. Holmes
Numerous studies have identified gender inequity in how students divide roles in lab courses. Few studies, however, have probed how these inequities impact women’s experimental physics identity development. In this work, we used closed-response surveys to investigate which lab tasks students view as part of “doing physics” and how these designations varied by gender. In both courses, we found that most students viewed working with the experimental apparatus, taking lab notes, doing data analysis, and thinking about the physics theory behind the experiment as part of doing physics. Only 50% of students, however, viewed managing the group progress as part of doing physics. While men and women’s views did not vary in the first-semester lab course, in the third-semester course women were more likely to view notes and managing as part of doing physics than were men. Given that previous research has indicated that women are more likely to take on managing and note-taking roles than men, our results suggest that women may be receiving less recognition as physicists from their peers, which may hinder their experimental physics identity development.
{"title":"Student views of what counts as doing physics in the lab","authors":"Emily M. Stump, N. Holmes","doi":"10.1119/perc.2022.pr.stump","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.stump","url":null,"abstract":"Numerous studies have identified gender inequity in how students divide roles in lab courses. Few studies, however, have probed how these inequities impact women’s experimental physics identity development. In this work, we used closed-response surveys to investigate which lab tasks students view as part of “doing physics” and how these designations varied by gender. In both courses, we found that most students viewed working with the experimental apparatus, taking lab notes, doing data analysis, and thinking about the physics theory behind the experiment as part of doing physics. Only 50% of students, however, viewed managing the group progress as part of doing physics. While men and women’s views did not vary in the first-semester lab course, in the third-semester course women were more likely to view notes and managing as part of doing physics than were men. Given that previous research has indicated that women are more likely to take on managing and note-taking roles than men, our results suggest that women may be receiving less recognition as physicists from their peers, which may hinder their experimental physics identity development.","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":"131691284","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.huynh
Trà Huỳnh, K. Gray, Lauren C. Bauman, Jessica Hernandez, L. Seeley, Rachel E. Scherr
In this study
{"title":"Physics teachers integrating social justice with science content","authors":"Trà Huỳnh, K. Gray, Lauren C. Bauman, Jessica Hernandez, L. Seeley, Rachel E. Scherr","doi":"10.1119/perc.2022.pr.huynh","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.huynh","url":null,"abstract":"In this study","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":"131541412","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.young_t
T. G. Young
Physics identity is an essential topic in Physics Education Research, PER. Historically this research has examined how physics identities form for primarily white, male undergraduate students in calculus-based physics classes at Tier I institutions. More recent research has begun to consider the experiences of marginalized populations, such as students of color, women, and members of the LGBTQIA+ community. Nepantla is a theoretical framework that explicitly explores how individuals navigate opposing identities and realities. Physics students from marginalized groups are navigating multiple, often conflicting identities. Therefore, this paper asks how applying the theoretical framework of Nepantla to PER contributes to the physics identity conversation by providing insight into how individuals in marginalized populations are able to navigate their multiple identities. This paper looks at how Nepantla has been used as a theoretical framework in other areas of STEM-Ed, then applies Nepantla to existing research within PER. The results suggest that the theoretical framework of Nepantla contributes to understanding how Nepantler@s both navigate the system and change the system.
{"title":"Nepantla in Physics Education Research","authors":"T. G. Young","doi":"10.1119/perc.2022.pr.young_t","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.young_t","url":null,"abstract":"Physics identity is an essential topic in Physics Education Research, PER. Historically this research has examined how physics identities form for primarily white, male undergraduate students in calculus-based physics classes at Tier I institutions. More recent research has begun to consider the experiences of marginalized populations, such as students of color, women, and members of the LGBTQIA+ community. Nepantla is a theoretical framework that explicitly explores how individuals navigate opposing identities and realities. Physics students from marginalized groups are navigating multiple, often conflicting identities. Therefore, this paper asks how applying the theoretical framework of Nepantla to PER contributes to the physics identity conversation by providing insight into how individuals in marginalized populations are able to navigate their multiple identities. This paper looks at how Nepantla has been used as a theoretical framework in other areas of STEM-Ed, then applies Nepantla to existing research within PER. The results suggest that the theoretical framework of Nepantla contributes to understanding how Nepantler@s both navigate the system and change the system.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"38 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":"133258434","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.abdurrahman
Fatima N. Abdurrahman, C. Turpen, Diana Sachmpazidi
,
，
{"title":"A case study of cultural change: learning to partner with students","authors":"Fatima N. Abdurrahman, C. Turpen, Diana Sachmpazidi","doi":"10.1119/perc.2022.pr.abdurrahman","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.abdurrahman","url":null,"abstract":",","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":"131059617","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.heckler
A. Heckler, C. Porter
A framework of cyclic observation and triangulation was applied over a period of 4 years to graduate student difficulties related to quantum spin, in which numerous in-class observations and interviews were used to identify common, persistent difficulties. Written items were iteratively developed over two years to add a quantitative component. Items were administered to graduate students at two collaborating institutions, over three years. We find that students generally obtained scores or correct proportions ranging from 30%-70% on the written items, and answering patterns were similar across all institutions. All items were identified by the course instructors as being relevant to instructional goals of the course. We report on a number of graduate student difficulties with spin, including orthogonality of spin-1/2 states, projections of spin states, spin addition, and exchange symmetry. We briefly discuss possible theoretical frameworks through which to interpret these results.
{"title":"Graduate student understanding of quantum mechanical spin","authors":"A. Heckler, C. Porter","doi":"10.1119/perc.2022.pr.heckler","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.heckler","url":null,"abstract":"A framework of cyclic observation and triangulation was applied over a period of 4 years to graduate student difficulties related to quantum spin, in which numerous in-class observations and interviews were used to identify common, persistent difficulties. Written items were iteratively developed over two years to add a quantitative component. Items were administered to graduate students at two collaborating institutions, over three years. We find that students generally obtained scores or correct proportions ranging from 30%-70% on the written items, and answering patterns were similar across all institutions. All items were identified by the course instructors as being relevant to instructional goals of the course. We report on a number of graduate student difficulties with spin, including orthogonality of spin-1/2 states, projections of spin states, spin addition, and exchange symmetry. We briefly discuss possible theoretical frameworks through which to interpret these results.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"29 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":"115070913","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.piatek-jimenez
Katrina Piatek-Jimenez, D. Keblbeck, Cielo Medina Medina
It is well documented that there is little diversity within physics at the undergraduate level in the United States, and this problem is amplified in graduate school and the workforce. The cause of this underrepresentation of women and people of color in physics is reported to be partially due to a "cold" and unwelcoming climate within physics departments and differential pre-college experiences. Our larger research project aims to investigate undergraduate physics students' experiences, to better understand the factors leading to the selection and retention of a physics major, and how these experiences may differ by the intersectionality of one’s social identities. To achieve this goal, we conducted a series of in-depth interviews with physics majors at one university to learn more about their pre-college and college experiences regarding physics and astronomy. In this paper, we report a subset of our findings. In particular, we share our preliminary results on the data collected from our nine participants with identities underrepresented in the discipline of physics with regards to their selection of a physics major. Our findings reveal both internal and external motivators for selecting a major in physics and suggest that many of the pre-college obstacles they faced relate to their underrepresented identities.
{"title":"Investigating underrepresented students� choice of a physics major","authors":"Katrina Piatek-Jimenez, D. Keblbeck, Cielo Medina Medina","doi":"10.1119/perc.2022.pr.piatek-jimenez","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.piatek-jimenez","url":null,"abstract":"It is well documented that there is little diversity within physics at the undergraduate level in the United States, and this problem is amplified in graduate school and the workforce. The cause of this underrepresentation of women and people of color in physics is reported to be partially due to a \"cold\" and unwelcoming climate within physics departments and differential pre-college experiences. Our larger research project aims to investigate undergraduate physics students' experiences, to better understand the factors leading to the selection and retention of a physics major, and how these experiences may differ by the intersectionality of one’s social identities. To achieve this goal, we conducted a series of in-depth interviews with physics majors at one university to learn more about their pre-college and college experiences regarding physics and astronomy. In this paper, we report a subset of our findings. In particular, we share our preliminary results on the data collected from our nine participants with identities underrepresented in the discipline of physics with regards to their selection of a physics major. Our findings reveal both internal and external motivators for selecting a major in physics and suggest that many of the pre-college obstacles they faced relate to their underrepresented identities.","PeriodicalId":253382,"journal":{"name":"2022 Physics Education Research Conference Proceedings","volume":"6 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":"123859848","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.sabo
Hannah Sabo, T. O. Odden, T. Gregers
Computational thinking (CT), the thought processes used in solving computational problems, has been added to the educational standards in many countries around the world. However, this new content presents challenges around preparing teachers to integrate computational thinking robustly into the STEM disciplines. In this proceedings, we conduct a preliminary investigation of the challenges of preparing secondary pre-service teachers to integrate computation into their subject teaching. We present data from interviews with three pre-service secondary subject teachers in the KURT at UiO to highlight two challenges of pre-service teacher (PST) preparation: first, (1) the computation learned in upper division subject courses does not directly translate to the computational thinking that they will be teaching their future students; and (2) in their pedagogy courses, they learn about computational thinking but are not able to translate that into their practice of teaching. We consider the implications of and solutions for these challenges on pre-service teacher preparation.
{"title":"Challenges of preparing secondary STEM pre-service teachers in computational thinking","authors":"Hannah Sabo, T. O. Odden, T. Gregers","doi":"10.1119/perc.2022.pr.sabo","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.sabo","url":null,"abstract":"Computational thinking (CT), the thought processes used in solving computational problems, has been added to the educational standards in many countries around the world. However, this new content presents challenges around preparing teachers to integrate computational thinking robustly into the STEM disciplines. In this proceedings, we conduct a preliminary investigation of the challenges of preparing secondary pre-service teachers to integrate computation into their subject teaching. We present data from interviews with three pre-service secondary subject teachers in the KURT at UiO to highlight two challenges of pre-service teacher (PST) preparation: first, (1) the computation learned in upper division subject courses does not directly translate to the computational thinking that they will be teaching their future students; and (2) in their pedagogy courses, they learn about computational thinking but are not able to translate that into their practice of teaching. We consider the implications of and solutions for these challenges on pre-service teacher preparation.","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":"124255093","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.rodenhausen
Kristen Rodenhausen, J. C. Moore
We have developed and validated a rubric for the assessment and scaffolding of problem-solving process in introductory physics courses via an iterative approach. The current version of the rubric consists of eight criteria based on research in expert-like problem solving practice and aspects of Cooperative Group Problem Solving (CGPS) pedagogy. In contrast to recent work on problem-solving assessment for use in research and curriculum development, this rubric was specifically designed for instructor use in the assignment of grades and for student use as a scaffold. This means that the rubric can be used within group problem-solving activities as a student support, formative assessment of individual work, and summative assessment, such as exams. For this study, the rubric was used to score N = 166 student solutions to 6 individually-assigned homework problems covering content in introductory mechanics in a course enrolling 32 students. Inter-rater and re-rater reliability was high for undergraduate Learning Assistant raters receiving only moderate training (approximately 4 hours). Factor analysis identified two factors that have been categorized as: (1) framing & defining, and (2) planning & execution. These factors align with our initial theory of the construct, suggesting evidence for criterion-related validity. Tau-equivalent reliability was found to be 0.76, and an item-total correlations test demonstrated all criteria correlations consistent with averaged behavior.
{"title":"Reliability and Validity of an Introductory Physics Problem-Solving Grading Rubric","authors":"Kristen Rodenhausen, J. C. Moore","doi":"10.1119/perc.2022.pr.rodenhausen","DOIUrl":"https://doi.org/10.1119/perc.2022.pr.rodenhausen","url":null,"abstract":"We have developed and validated a rubric for the assessment and scaffolding of problem-solving process in introductory physics courses via an iterative approach. The current version of the rubric consists of eight criteria based on research in expert-like problem solving practice and aspects of Cooperative Group Problem Solving (CGPS) pedagogy. In contrast to recent work on problem-solving assessment for use in research and curriculum development, this rubric was specifically designed for instructor use in the assignment of grades and for student use as a scaffold. This means that the rubric can be used within group problem-solving activities as a student support, formative assessment of individual work, and summative assessment, such as exams. For this study, the rubric was used to score N = 166 student solutions to 6 individually-assigned homework problems covering content in introductory mechanics in a course enrolling 32 students. Inter-rater and re-rater reliability was high for undergraduate Learning Assistant raters receiving only moderate training (approximately 4 hours). Factor analysis identified two factors that have been categorized as: (1) framing & defining, and (2) planning & execution. These factors align with our initial theory of the construct, suggesting evidence for criterion-related validity. Tau-equivalent reliability was found to be 0.76, and an item-total correlations test demonstrated all criteria correlations consistent with averaged behavior.","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":"128697829","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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