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(PS.F-WE-06) PER: Curriculum and Instruction II
8/4/2021 | 12:30 PM to 1:45 PM
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Session Code: PS.F-WE-06 | Submitting Committee: / Co-Sponsoring Committee:
PS.F-WE-6.01 | Contributed | Diverse strategies for design physics activity by investigating research-based activities
Presenting Author: Amin Bayat Barooni, Georgia State University
Additional Author | Stephen Ross Scoular, Georgia State University
Additional Author | Brian D. Thoms, Georgia State University
Additional Author | Joshua S. Von Korff, Georgia State University
Additional Author | Jacquelyn J. Chini, University of Central Florida
To support physics instructors in improving or modifying physics activities for their courses, we investigate sixty-six research-based activities from eleven different research-based curricula by applying k-means cluster analysis. The best results were found when the program generates three design clusters. We mark these clusters as Thinking like a Scientist, Learning Concepts, and Scientific Reasoning. These three clusters indicate different design goals. In the Thinking like a Scientist cluster, activities emphasize the design of experiments by students, error analysis, reasonableness checking, and making assumptions or simplifications. The Learning Concepts cluster focuses on the prediction of results and experimental observations. The scientific reasoning cluster emphasizes answering physics or math questions that do not use collected data and finding evidence by students to support their claims.
PS.F-WE-6.02 | Contributed | Examining the dynamics of decision-making when designing curriculum in student-partnerships
Presenting Author: Erin Sohr, University of Maryland College Park
Additional Author | Ayush Gupta, Mithibai College
Additional Author | Brandon J Johnson, University of Maryland College Park
Additional Author | Gina M Quan, San Jose State University
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Common models of curricular development often involve hierarchical relationships between researchers and students, where researchers lead the design and testing of curriculum for students. Several years ago, informed by work in Students as Partners, we began to undertake curriculum design in partnership with students. We invited undergraduate physics students to participate in a team tasked with codesigning quantum mechanics tutorials. In this presentation, we will summarize an analysis of one interaction in which researchers attempted to create space for students to contribute to decision making around the codesign process. Through analyzing interactional dynamics, we describe how access to decision-making was opened up and/or cut off to students and how the interactional dynamics often contested or reaffirmed participants’ roles. We aim to self-critically reflect on the challenges and tensions that emerge in facilitating codesign partnerships. We discuss our own areas for growth and speak to implications for more responsible partnerships.
PS.F-WE-6.03 | Contributed | Characterizing Active Learning Environments in Physics using Latent Profile Analysis
Presenting Author: Kelley Commeford, Drexel University
Additional Author | Eric Brewe, Drexel University
Additional Author | Adrienne Traxler, Wright State University
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Active learning has been shown to be more effective than passive lecture methods, but we have yet to establish a vocabulary with which to characterize different active learning methods. We investigated six active learning curricula in physics using the Classroom Observation Protocol for Undergraduate STEM (COPUS), which codes student and instructor activities in two minute intervals. We then used latent profile analysis on the resulting COPUS profiles to determine if these curricula could be sorted into similar groups based on common classroom features. We present our findings and discuss how latent profile analysis can be used to further the goal of describing active learning independently of lecture methods.
PS.F-WE-6.04 | Contributed | Assessing a flipped-lab course consisting of open-inquiry projects using Arduinos
Presenting Author: Forrest Bradbury, Amsterdam University College
Additional Author | Freek Pols, Delft University of Technology
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We will describe two iterations of a fully open lab course in which natural science students (N=15,20) conceive, design, and carry out two extended experiments using open-source materials. A flipped-style is used whereby students set up experiments and take measurements without supervision, allowing the instruction time to focus on the more difficult parts of their empirical research cycles. In our analysis, we explore the merits and trade-offs of this radically open approach, whereby student agency is prioritized over the quantity and scientific quality of the inquiries. In student projects, initially unforeseen constraints or unexpected results usually require changes to the experimental design and sometimes even force students to alter their research questions. Happily, students make demonstrable progress towards becoming critical and independent researchers, especially in the conception and iterative design of their experimental methods. We also describe interdependencies amongst the open-inquiry and flipped-classroom teaching methods and the accessible open-source materials.
PS.F-WE-6.05 | Contributed | Learning basic physics skills via regular online mastery practice
Presenting Author: Andrew Heckler, Ohio State University
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The Essential Skills learning application has been iteratively developed for over 7 years and implemented as a regular weekly assignment with over 10,000 students at the Ohio State University for the algebra and calculus-based introductory physics course and the second-year physics major course. The assignments include mastery practice of basic skills such as trigonometry, algebra, vector math, and calculating work and torque. These skills are practiced multiple times throughout the semester to improve accuracy, fluency, and retention. We report on data showing that students typically increase on all of these factors throughout the semester, and we also find some evidence of transfer for hierarchical sets of skills. Though we will report on some pilot studies on potential benefits on exam performance, there are still open questions as to how or whether improvements on basic skills are helping to achieve larger scale and more complex instructional goals.
PS.F-WE-6.06 | Contributed | Effect of PhET simulations in a general education physics course
Presenting Author: Jeffrey Rosauer, Department of Physics, Illinois State University, Normal, IL 61790
Additional Author | Katie Crook, Department of Physics, Illinois State University, Normal, IL 61790
Additional Author | Grant Kaufman, Department of Physics, Illinois State University, Normal, IL 61790
Additional Author | Raymond Zich, Department of Physics, Illinois State University, Normal, IL 61790
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This study investigated the impact of an instructional intervention on student scientific reasoning skills and general attitudes toward science. The intervention consisted of nine PhET simulations introduced to a general education physics class. Students manipulated the simulations while completing worksheets testing their comprehension of the concepts and the scientific reasoning being displayed. Completion of each PhET simulation activity took students about 50 minutes to complete. Lawson’s Classroom Test of Scientific Reasoning was administered to assess improvement in student scientific reasoning skills, and the CLASS was used to assess changes in student attitudes towards science. Pre-to post Lawson results show gains in scientific reasoning. CLASS pre to post indicated overall shifts to expert-like responses. Qualitative data in the form of student surveys was collected and showed approval of the use PhET simulations in the class.
Raymond Zich
PS.F-WE-6.07 | Contributed | Building Nuance in Classroom Conversations about Ethics, Science, and Society
Presenting Author: Brianne Gutmann, Texas State University
Additional Author | Alexander Vasquez, Texas State University
Additional Author | Daniel Barringer, Texas State University
Additional Author | Alice Olmstead, Texas State University
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Conversations around the interactions of ethics, science, and society within STEM classrooms provide opportunities for students to practice large-scale ethical reasoning in the context of their future careers. We have designed and implemented curricular units which help instructors to scaffold these conversations in Texas State University STEM courses, including Modern Physics and Observational Astrophysics. We have collected and analyzed video data and written work in these course contexts. Our analysis has demonstrated that students’ scaffolded considerations of different stakeholder groups can build empathy and deepen their understanding of the broader context for ongoing ethical issues. We also see that students’ characterization of stakeholder groups’ motivations and identities can grow in complexity and nuance. In this talk, I will use classroom video and other artifacts to illustrate some examples we have identified where we see students building nuance and consider lessons for supporting students’ engagement with complex ethical issues in physics.
PS.F-WE-6.08 | Contributed | Introducing the new Paradigms in Physics Curriculum Website
Presenting Author: David Roundy, Oregon State University
Additional Author | Elizabeth Gire, Oregon State University
Additional Author | Tevian Dray, Oregon State University
Additional Author | Corinne A Manogue, Oregon State University
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The Paradigms in Physics website provides a wide range of tested active engagement activities for upper division courses. Our team has been redesigning this site to add considerable "mortar" content between activities and to make the content more readily searchable. We have also been working to make it easier to keep the content fresh, and to give users a clearer perspective of how we use our own materials. The features of the new site will be introduced, and we will solicit audience feedback on how the site could better serve you.
(PS.F-WE-06) PER: Curriculum and Instruction II
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