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Editorial: Call for Papers for Focused Collection ofPhysical Review Physics Education Research: AI Tools in Physics Teaching and PER 编辑:物理评论》物理教育研究重点集征稿启事:物理教学和 PER 中的人工智能工具
IF 3.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-14 DOI: 10.1103/physrevphyseducres.19.020003
Charles Henderson
DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.020003
DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.020003
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引用次数: 0
Cross-age study on secondary school students’ views of stars 关于中学生对星星看法的跨年龄研究
IF 3.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-07 DOI: 10.1103/physrevphyseducres.19.020165
Philipp Bitzenbauer, Sarah Navarrete, Fabian Hennig, Malte S. Ubben, Joaquin M. Veith
Research in astronomy education has uncovered that many learners possess limited and fragmented understanding of stars. The corresponding misconceptions manifest in various areas such as star formation, size, the relationship between stars and planets, and their position in space and have been shown to persist across different age groups and educational settings, highlighting the need for further investigation. This paper presents the findings of an empirical study that examines secondary students’ views of stars and their evolution throughout their secondary school education. We designed and evaluated an instrument for assessing students’ views of stars in five domains (stars and the solar system, formation and evolution of stars, general properties and motion of stars, (sub-)stellar objects, as well as color and brightness). The instrument creation process involved several steps, including literature-based item development, an expert survey with faculty members, and a quantitative pilot study with a sample of N=390 secondary school and college students. This process led to a final version of the instrument that exhibits good psychometric properties. We used this new instrument in a cross-age study to investigate the alignment of secondary students’ ideas about stars with scientific views across different stages of secondary education. The sample of this main study comprised a total of N=366 learners, including 148 lower (aged 13–14 years), 151 middle (aged 15–16 years), and 67 upper (aged 17–18 years) secondary school students. Our study findings reveal a progressive development of students’ perspectives on star-related topics throughout their school education: Using analyses of variance and conducting pairwise post hoc comparisons, we observed a statistically significant increase in the proportion of responses aligning with scientific views across all aspects of stars examined in this study, as students progressed from lower secondary to upper secondary levels. We further report on widely held views of stars among our study participants that do not align with the scientific views and discuss the implications of our findings for both educational research and practice.
天文学教育研究发现,许多学习者对恒星的理解有限且支离破碎。相应的误解表现在多个方面,如恒星的形成、大小、恒星与行星之间的关系以及恒星在太空中的位置等,而且这些误解在不同年龄组和教育环境中都存在,这凸显了进一步研究的必要性。本文介绍了一项实证研究的结果,该研究考察了中学生在整个中学教育期间对恒星及其演变的看法。我们设计并评估了一种工具,用于评估学生在五个领域(恒星和太阳系、恒星的形成和演化、恒星的一般特性和运动、(亚)恒星天体以及颜色和亮度)对恒星的看法。该工具的创建过程涉及多个步骤,包括基于文献的项目开发、对教师进行专家调查,以及对 N=390 名中学生和大学生进行定量试点研究。这一过程最终产生了具有良好心理测量特性的最终版本。我们在一项跨年龄研究中使用了这一新工具,以调查中学生在中学教育不同阶段对恒星的看法与科学观点的一致性。这项主要研究的样本共有366名学生,包括148名初中生(13-14岁)、151名初中生(15-16岁)和67名高中生(17-18岁)。我们的研究结果表明,在整个学校教育过程中,学生对明星相关话题的看法是逐步发展的:通过方差分析和成对的事后比较,我们观察到,随着学生从初中升入高中,在本研究考察的有关星星的所有方面中,符合科学观点的回答比例在统计学上都有显著增加。我们还进一步报告了研究参与者中普遍持有的与科学观点不一致的星星观点,并讨论了我们的研究结果对教育研究和实践的影响。
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引用次数: 0
Comment on “Rubric-based holistic review represents a change from traditional graduate admissions approaches in physics” 关于 "基于评分标准的综合评审是对传统物理学研究生招生方法的变革 "的评论
IF 3.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-06 DOI: 10.1103/physrevphyseducres.19.028001
M. B. Weissman
A recent paper evaluating a new rubric-based graduate admissions approach using generic methods tentatively suggested that its decisions differed noticeably from the previous approach in an unspecified way. Using prior knowledge that the often-stated specific goal was to open a path to increased diversity by reducing barriers to the admission of applicants with low undergraduate grade point averages and graduate record exam (GRE) scores allows simple statistical tests of changes in the distributions of the metrics. The simple tests confirm with good statistical confidence that the barrier-reduction changes were achieved. Nevertheless, the paper’s argument that the de-emphasized tests and grades are not predictive of graduate outcomes is not supported by the prior literature. On technique, although a method used in some of the analyses for dropping data points before running the machine algorithm is likely to bias those results, it helps to clarify why models of the rubric-based system were only weakly predictive.
最近有一篇论文用通用方法对一种新的基于评分标准的研究生招生方法进行了评估,结果初步表明,这种方法的决定与以前的方法有明显的不同。我们之前已经知道,这种方法通常宣称的具体目标是通过减少对本科平均学分绩点和研究生入学考试(GRE)成绩较低的申请者的录取障碍,来为增加多样性开辟一条道路,因此我们可以利用这种方法对指标分布的变化进行简单的统计检验。这些简单的测试以良好的统计置信度证实,降低门槛的变化已经实现。尽管如此,本文关于不再强调的考试和成绩并不能预测毕业生结果的论点并没有得到先前文献的支持。在技术方面,虽然在一些分析中使用的在运行机器算法之前丢弃数据点的方法可能会使这些结果产生偏差,但它有助于澄清为什么基于评分标准的系统模型只有微弱的预测性。
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引用次数: 0
Confirmatory factor analysis of two self-efficacy scales for astronomy understanding and robotic telescope use 天文理解和机器人望远镜使用两个自我效能量表的验证性因子分析
IF 3.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-05 DOI: 10.1103/physrevphyseducres.19.020164
R. Freed, D. H. McKinnon, M. T. Fitzgerald, S. Salimpour
This paper presents the results of a confirmatory factor analysis on two self-efficacy scales designed to probe the self-efficacy of college-level introductory astronomy (Astro-101) students (n=15181) from 22 institutions across the United States of America and Canada. The students undertook a course based on similar curriculum materials, which involved students using robotic telescopes to support their learning of astronomical concepts covered in the “traditional” Astro-101 courses. Previous research by the authors using these self-efficacy scales within a pre-/post-test approach showed both high reliabilities and very high construct validities. However, the scale purporting to measure students’ self-efficacy in relation to their use of the astronomical instrumentation associated with online robotic telescopes was particularly skewed and required further investigation. This current study builds on the previous work and shows how a slight adjustment of the survey items presents an improved and robust scale for measuring self-efficacy.
本文采用验证性因子分析方法,对来自美国和加拿大22所院校的天文学入门专业(Astro-101)学生(n=15181人)设计的两种自我效能感量表进行了研究。学生们在类似的课程材料基础上选修了一门课程,这门课程涉及学生使用机器人望远镜来支持他们学习“传统”天文学101课程中涵盖的天文学概念。作者先前的研究使用这些自我效能量表在前/后测试方法中显示出高信度和非常高的结构效度。然而,旨在衡量学生使用与在线机器人望远镜相关的天文仪器的自我效能感的量表尤其扭曲,需要进一步调查。本研究建立在先前研究的基础上,并展示了如何对调查项目进行轻微调整,以改善和健全自我效能的测量量表。
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引用次数: 0
Editorial: Call for Papers for Focused Collection ofPhysical Review Physics Education Research: Investigating and Improving Quantum Education through Research 社论:《物理评论》集中征集论文《物理教育研究:通过研究探索和改进量子教育》
IF 3.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-04 DOI: 10.1103/physrevphyseducres.19.020002
Charles Henderson
DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.020002
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引用次数: 0
Toward AI grading of student problem solutions in introductory physics: A feasibility study 物理学入门课程中学生问题解决方案的AI评分:可行性研究
IF 3.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-29 DOI: 10.1103/physrevphyseducres.19.020163
Gerd Kortemeyer
Solving problems is crucial for learning physics, and not only final solutions but also their derivations are important. Grading these derivations is labor intensive, as it generally involves human evaluation of handwritten work. AI tools have not been an alternative, since even for short answers, they needed specific training for each problem or set of problems. Extensively pretrained AI systems offer a potentially universal grading solution without this specific training. This feasibility study explores an AI-assisted workflow to grade handwritten physics derivations using MathPix and GPT-4. We were able to successfully scan handwritten solution paths and achieved an R-squared of 0.84 compared to human graders on a synthetic dataset. The proposed workflow appears promising for formative feedback, but for final evaluations, it would best be used to assist human graders.
解题是学习物理的关键,不仅最终解很重要,推导也很重要。对这些衍生品进行分级是劳动密集型的,因为它通常涉及对手写作品的人工评估。人工智能工具并不是一个替代方案,因为即使是简短的答案,它们也需要针对每个问题或一组问题进行专门的培训。广泛预训练的人工智能系统提供了一种潜在的通用评分解决方案,而无需这种特定的训练。本可行性研究探讨了使用MathPix和GPT-4对手写物理衍生进行分级的人工智能辅助工作流程。我们能够成功地扫描手写的解决方案路径,与人工评分者在合成数据集上相比,我们的r平方达到了0.84。所建议的工作流程似乎很有希望用于形成性反馈,但对于最终评估,它最好用于帮助人类评分。
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引用次数: 3
Collaborative physics teachers: Enhancing the use of the laboratory through action research in a community of learners 合作物理教师:通过学习者社区的行动研究,加强实验室的使用
IF 3.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-29 DOI: 10.1103/physrevphyseducres.19.020162
Marta Carli, Ornella Pantano
This study contributes to the literature on the role of communities of learners in the professional development of physics teachers. It offers insights from the Collabora—A Community of Learners on Laboratory Work program, designed to enhance the use of laboratories in secondary school physics teaching. The program’s foundation rested upon two pillars: a learning community approach and action research, grounded in the findings of physics education research. Furthermore, the program was structured to encompass the core features of effective professional development as outlined in the literature (content focus, active learning opportunities, coherence with teachers’ needs, and sufficient duration). The program spanned 2 years. During the first year, teachers engaged with and discussed different types of experiments, reflected on the assessment of scientific practices, and participated in action research aimed at improving laboratory activities in their classrooms. In the second year, they focused on integrating laboratory work within teaching-learning sequences developed through a backward design process. The research questions of this study were centered on examining the role and relevance of program features, with particular emphasis on the learning community and action research components, and on investigating the changes reported by teachers as a result of participating in the program. The findings emphasize the pivotal role of the teacher community, with reciprocal training identified as the “truly developmental” element. Moreover, they corroborate the relevance of action research in fostering a sense of ownership of research-based innovations. Over the course of the program, teachers reported changes in the personal domain, in the domain of practice, and, particularly in the second year, also in the domain of student outcomes. These changes included the use of different types of experiments, a greater sense of self-efficacy in the laboratory, and an increased focus on the design and assessment of laboratory work. We studied changes through a “growth” lens, both at the group level and within a subset of individual case studies. The latter analysis highlights different possible productive pathways to teachers’ growth, supporting a view of teacher professional development as complex and multifaceted. The program structure facilitated the processes of “enactment” and “reflection” that mediated the various changes.
本研究对学习者群体在物理教师专业发展中的作用的文献有所贡献。它提供了来自collaboration - a学习者社区实验室工作计划的见解,旨在加强中学物理教学中实验室的使用。该计划的基础建立在两个支柱上:学习社区方法和行动研究,以物理教育研究的结果为基础。此外,该计划的结构包含了文献中概述的有效专业发展的核心特征(内容重点,主动学习机会,与教师需求的一致性,以及足够的持续时间)。这个项目持续了2年。在第一年,教师参与和讨论不同类型的实验,反思科学实践的评估,并参与旨在改善课堂实验室活动的行动研究。第二年,他们专注于将实验室工作整合到通过逆向设计过程开发的教与学序列中。本研究的研究问题集中在检查项目特征的作用和相关性上,特别强调学习社区和行动研究的组成部分,以及调查教师因参与项目而报告的变化。研究结果强调了教师群体的关键作用,互惠培训被认为是“真正的发展”因素。此外,它们证实了行动研究在培养以研究为基础的创新的所有权意识方面的相关性。在整个项目过程中,老师们报告了个人领域、实践领域的变化,特别是在第二年,学生成绩也发生了变化。这些变化包括使用不同类型的实验,在实验室中有更强的自我效能感,以及更加注重实验室工作的设计和评估。我们通过“成长”的视角来研究变化,既在群体层面上,也在个别案例研究的子集内。后一种分析强调了教师成长的不同可能的生产性途径,支持了教师专业发展是复杂和多方面的观点。方案结构促进了“制定”和“反思”的过程,调解了各种变化。
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引用次数: 0
Encouraging students to understand the 1D wave equation 鼓励学生理解一维波动方程
IF 3.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-22 DOI: 10.1103/physrevphyseducres.19.020161
Muhammad Aswin Rangkuti, Ricardo Karam
Despite its crucial importance in physics, there are not many studies focusing on student difficulties and teaching strategies related to the (1D) wave equation in the PER literature. In order to contribute to fill this gap, we conducted a study with university students which focused on specific aspects that are crucial for understanding this equation. Our results include not only key learning difficulties and potential teaching strategies to circumvent them, but they also suggest that students can search for a deeper understanding of physics equations when prompted to do so.
尽管(1D)波动方程在物理学中至关重要,但在PER文献中,关注与(1D)波动方程相关的学生困难和教学策略的研究并不多。为了填补这一空白,我们对大学生进行了一项研究,重点关注对理解这个方程至关重要的具体方面。我们的研究结果不仅包括主要的学习困难和潜在的教学策略来规避它们,而且还表明,当提示学生这样做时,他们可以寻求对物理方程的更深层次的理解。
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引用次数: 0
Critical issues in statistical causal inference for observational physics education research 观察性物理教育研究中统计因果推理的关键问题
IF 3.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-20 DOI: 10.1103/physrevphyseducres.19.020160
Vidushi Adlakha, Eric Kuo
Recent critiques of physics education research (PER) studies have revoiced the critical issues when drawing causal inferences from observational data where no intervention is present. In response to a call for a “causal reasoning primer” in PER, this paper discusses some of the fundamental issues in statistical causal inference. In reviewing these issues, we discuss well-established causal inference methods commonly applied in other fields and discuss their application to PER. Using simulated data sets, we illustrate (i) why analysis for causal inference should control for confounders but not control for mediators and colliders and (ii) that multiple proposed causal models can fit a highly correlated dataset. Finally, we discuss how these causal inference methods can be used to represent and explain existing issues in quantitative PER. Throughout, we discuss a central issue in observational studies: A good quantitative model fit for a proposed causal model is not sufficient to support that proposed model over alternative models. To address this issue, we propose an explicit role for observational studies in PER that draw statistical causal inferences: Proposing future intervention studies and predicting their outcomes. Mirroring the way that theory can motivate experiments in physics, observational studies in PER can predict the causal effects of interventions, and future intervention studies can test those predictions directly.
最近对物理教育研究(PER)研究的批评,在没有干预的情况下,从观察数据中得出因果推论时,提出了关键问题。为了响应对PER中“因果推理入门”的呼吁,本文讨论了统计因果推理中的一些基本问题。在回顾这些问题时,我们讨论了在其他领域普遍应用的成熟的因果推理方法,并讨论了它们在PER中的应用。使用模拟数据集,我们说明(i)为什么因果推理分析应该控制混杂因素,而不是控制中介和碰撞因素;(ii)多个提出的因果模型可以拟合高度相关的数据集。最后,我们讨论了如何使用这些因果推理方法来表示和解释定量PER中存在的问题。在整个过程中,我们讨论了观察性研究中的一个核心问题:一个适合所提出的因果模型的良好定量模型并不足以支持所提出的模型胜过其他模型。为了解决这个问题,我们建议在PER中进行观察性研究,得出统计因果推论:提出未来的干预研究并预测其结果。与理论可以激发物理学实验的方式一样,PER的观察性研究可以预测干预的因果效应,而未来的干预研究可以直接测试这些预测。
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引用次数: 1
Physics lab courses under digital transformation: A trinational survey among university lab instructors about the role of new digital technologies and learning objectives 数字化转型下的物理实验课程:一项关于新数字技术和学习目标作用的大学实验室教师的全国性调查
IF 3.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-20 DOI: 10.1103/physrevphyseducres.19.020159
Simon Zacharias Lahme, Pascal Klein, Antti Lehtinen, Andreas Müller, Pekka Pirinen, Lucija Rončević, Ana Sušac
[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] Physics lab courses permanently undergo transformations, in recent times especially to adapt to the emergence of new digital technologies and the COVID-19 pandemic in which digital technologies facilitated distance learning. Since these transformations often occur within individual institutions, it is useful to get an overview of these developments by capturing the status quo of digital technologies and the related acquisition of digital competencies in physics lab courses. Thus, we conducted a survey among physics lab instructors (N=79) at German, Finnish, and Croatian universities. The findings reveal that lab instructors already use a variety of digital technologies and that the pandemic particularly boosted the use of smartphones and tablets, simulations, and digital tools for communication, collaboration, and organization. The participants generally showed a positive attitude toward using digital technologies in physics lab courses, especially due to their potential for experiments and students’ competence acquisition, motivational effects, and contemporaneity. Acquiring digital competencies is rated as less important than established learning objectives, however, collecting and processing data with digital tools was rated as an important competency that students should acquire. The instructors perceived open forms of labwork and particular digital technologies for specific learning objectives (e.g., microcontrollers for experimental skills) as useful for reaching their learning objectives. Our survey contributes to the reflection of what impact the emergence of digital technologies in our society and the COVID-19 pandemic had on physics lab courses and reveals first indications for the future transformation of hands-on university physics education.
本文是《教学实验室:改进传统与新方向》集中文集的一部分。近年来,物理实验课程不断发生变化,特别是为了适应新数字技术的出现和COVID-19大流行,数字技术为远程学习提供了便利。由于这些转变经常发生在个别机构内,因此通过捕获数字技术的现状和物理实验室课程中相关的数字能力获取来概述这些发展是有用的。因此,我们对德国、芬兰和克罗地亚大学的物理实验室教师(N=79)进行了调查。调查结果显示,实验室教师已经在使用各种数字技术,大流行尤其促进了智能手机和平板电脑、模拟以及用于通信、协作和组织的数字工具的使用。参与者普遍对在物理实验课程中使用数字技术持积极态度,特别是考虑到数字技术在实验、学生能力习得、激励效应和时代性方面的潜力。获得数字能力被认为不如既定的学习目标重要,然而,使用数字工具收集和处理数据被认为是学生应该获得的重要能力。教师们认为开放的实验形式和特定学习目标的特定数字技术(例如,用于实验技能的微控制器)有助于实现他们的学习目标。我们的调查有助于反映数字技术在我们社会中的出现和COVID-19大流行对物理实验课程的影响,并为未来实践大学物理教育的转型揭示了初步迹象。
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引用次数: 0
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Physical Review Physics Education Research
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