Dual Process Theories of Reasoning (DPTOR) state that cognition has two major processes: a fast, automatic process (heuristic) and a slow, reflective process (analytic). Many introductory physics students use the heuristic that acceleration and velocity are the same thing. In a Conceptual Physics class, multiple choice questions on free fall were preceded by multiple choice “check” questions - one on forces in free fall, and one on Newton’s 2nd Law. This work refines a pilot study using more complex knowledge statements. That data suggested that the inclusion of the knowledge statements served as a productive intervention for engaging the analytic process, but the pattern of answers suggested that the knowledge statements were ambiguous. Student responses to check questions were more consistent than knowledge statements with similar performance on the free-fall questions. 80% of the students who answered the check questions correctly also answered all the free-fall questions correctly.

Since 2015, more than 19% of undergraduate students enrolled in higher education report having a disability. In addition, searches of both the NSF public award data and other discipline based education research (DBER) publications makes it clear that disability education research has been a thriving research area for several years. However, despite the clear need for this research, available funding, and a record of important discoveries from other DBER fields. There is surprisingly little physics education research (PER) on any aspect of disability education. Of the 400 plus articles published by Physical Review - Physics Education Research since 2010, less than 10 articles mention disability, deafness, blindness or autism and only 5 clearly center this in their work. In this presentation, we will examine a variety of data designed to illustrate the importance of disability education research and stimulate PER interest in this important field of study.

Sometimes it is important to accelerate the learning process due to different reasons, such as preparing for exams or contests. A classroom curriculum is usually well defined, and all the relevant upcoming steps are foreseen. However, supplementary learning materials can be useful and important to cover missing knowledge. A new approach is applied to support the understanding of physics problem solutions. Complex physics problems are divided into some elements where corresponding theoretical concepts and elementary physics problems can be opened. This way students can obtain necessary theoretical knowledge more easily and get solid basic knowledge as well by solving relevant elementary problems. It is found that besides learning physics in a systematic way, connecting relevant knowledge to practical problems considerably accelerates learning process, and makes it more effective as well.  

We developed a board game that incorporates the rules of quantum mechanics into the game play. The goal was to create a fun and effective pedagogical instrument that could be used at the high-school or introductory college level, or even sold to the general public. Because we knew we are competing against any number of distractions and entertainment options, we wanted the game to be as professional looking and visually engaging as any game on store shelves. In this poster, I will walk you through the process of developing a consistent design style for the entire game, and then balancing artistic vision and scientific accuracy. 

The COVID pandemic has significantly impacted the way physics educators conduct educational outreach. In this presentation, I will present my experience with designing, planning and executing informal science learning events under the theme of renewable energies during the pandemic.  From two week-long virtual summer camps, I describe the challenges and successes that we experienced, and the lessons learned. Held online via Zoom, the two week-long camps had participants from diverse communities who were introduced to renewable energy and performed hands-on experiments using solar cells, project-building by building and testing solar cars, and solar boats, and  hands-on optics experiments. For engagement, campers received a free kit - which we found indispensible, consisting of  a digital multimeter and materials for projects and experiments. Other events include face-to-face outreach to high school students with theme of solar energy. I will report on the outcomes of these events and the feedback from participants.