Henderson Beach Famiano - AJP 2009

Promoting instructional change via co-teaching
American Journal of Physics, Volume 77, Number 3 (March 2009), pp. 274-283

Charles Henderson, Andrea Beach, Michael Famiano

Physics Education Research (PER) has made significant progress in developing effective instructional strategies, but disseminating the background knowledge and strategies to other faculty has proven difficult. Co-teaching is a promising and cost-effective alternative to traditional professional development which may be applicable in particular situations. We discuss the theoretical background of co-teaching and describe our initial experience with it. A new instructor (Famiano) co-taught an introductory calculus-based physics course with an instructor experienced in PER-based reforms (Henderson). The pair taught within the course structure typically used by Henderson and met regularly to discuss instructional decisions. An outsider (Beach) conducted separate interviews with each instructor and observed several class sessions. Classroom observations show an immediate use of PER-based instructional practices by the new instructor. Interviews show a significant shift in the new instructor's beliefs about teaching and intentions of future use of PER-based instructional approaches.

An earlier version of the article was posted on arxiv.org

Willoughby Gustafson - AJP 2009

Technology talks: Clickers and grading incentive in the large lecture hall
American Journal of Physics, Volume 77, Number 2 (February 2009), pp. 180-183

Shannon D. Willoughby, Eric Gustafson

Two sections of an introductory astronomy class were given different grading incentives for clicker participation for two consecutive semesters. In the high stakes classroom points were awarded only for correct answers, in contrast to the low stakes classroom in which points were awarded simply for participating. Self-formed groups of four students each were recorded in both sections several times during the spring 2007 semester and their conversations were transcribed and categorized into nine topics to analyze the variations between the sections. Performance on clicker questions and tendency to block vote were correlated with class grades and gains for the pre- and post-test scores on the Astronomy Diagnostic Test.

Stelzer Gladding Mestre Brookes - AJP 2009

Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content
American Journal of Physics, Volume 77, Number 2 (February 2009), pp. 184-190

Timothy Stelzer, Gary Gladding, Jose´ P. Mestre, David T. Brookes

We compared the efficacy of multimedia learning modules with traditional textbooks for the first few topics of a calculus-based introductory electricity and magnetism course. Students were randomly assigned to three groups. One group received the multimedia learning module presentations, and the other two received the presentations via written text. All students were then tested on their learning immediately following the presentations as well as 2 weeks later. The students receiving the multimedia learning modules performed significantly better on both tests than the students experiencing the text-based presentations.

an earlier version of this paper was posted on arxiv.org.

Price Finkelstein - AJP 2008

Preparing physics graduate students to be educators
American Journal of Physics -- July 2008 -- Volume 76, Issue 7, pp. 684-690

Edward Price, Noah Finkelstein

We discuss two efforts that support the preparation of graduate students for their roles as professional physicists, particularly in the areas of teaching and education research. The Preparing Future Physicists program and the Teaching and Learning Physics course are mutually supportive, address broader graduate roles, and support the development of physics education research. Students' participation in these activities increases their mastery of physics, develops their interest in education and teaching, and engages them in research projects in physics education. We describe these efforts and identify critical features of their successes.

Wittmann Thompson - AJP 2008

Integrated approaches in physics education: A graduate level course in physics, pedagogy, and education research
American Journal of Physics, Volume 76, Number 7 (July 2008), pp. 677-683

Michael C. Wittmann, John R. Thompson

We describe a course designed to help future educators develop an integrated understanding of different elements of physics education research (PER), including research into student learning, content knowledge from the perspective of how it is learned, and reform-based curricula, together with evidence of their effectiveness. Course elements include equal parts of physics study through proven curricula and discussion of research results in the context of the PER literature. We provide examples of the course content and structure and representative examples of student learning in the class.

Meredith Marrongelle - AJP 2008

How students use mathematical resources in an electrostatics context
American Journal of Physics -- June 2008 -- Volume 76, Issue 6, pp. 570-578

Dawn C. Meredith, Karen A. Marrongelle

We present evidence that although students' mathematical skills in introductory calculus-based physics classes may not be readily applied in physics contexts, these students have strong mathematical resources on which to build effective instruction. Our evidence is based on clinical interviews of problem solving in electrostatics, which are analyzed using the framework of Sherin's symbolic forms. We find that students use notions of “dependence” and “parts-of-a-whole” to successfully guide their work, even in novel situations. We also present evidence that students' naive conceptions of the limit may prevent them from viewing integrals as sums.

Kortemeyer Kasy Benenson Bauer - AJP 2008

Experiences using the open-source learning content management and assessment system LON-CAPA in introductory physics courses.
American Journal of Physics, Volume 76, Number 4 (April 2008), pp. 438-444

Gerd Kortemeyer, Edwin Kashy, Walter Benenson, Wolfgang Bauer

We discuss the development and functionality of the LON-CAPA system with a particular focus on its homework and examination functionality. We also describe its more general approach to course management and its infrastructure for course content sharing and reuse. We then focus on measures of student learning and the effectiveness of different content types.

Zacharia Constantinou - AJP 2008

Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum: The case of undergraduate students’ conceptual understanding of heat and temperature
American Journal of Physics, Volume 76, Number 4 (April 2008), pp. 425-430

Zacharias C. Zacharia, Constantinos P. Constantinou

We compare the effect of experimenting with physical or virtual manipulatives on undergraduate students’ conceptual understanding of heat and temperature. A pre–post comparison study design was used to replicate all aspects of a guided inquiry classroom except the mode in which students performed their experiments. This study is the first on physical and virtual manipulative experimentation in physics in which the curriculum, method of instruction, and resource capabilities were explicitly controlled. The participants were 68 undergraduates in an introductory course and were randomly assigned to an experimental or a control group. Conceptual tests were administered to both groups to assess students’ understanding before, during, and after instruction. The result indicates that both modes of experimentation are equally effective in enhancing students’ conceptual understanding. This result is discussed in the context of an ongoing debate on the relative importance of virtual and real laboratory work in physics education.

Bing Redish - AJP 2008

Symbolic manipulators affect mathematical mindsets.
American Journal of Physics, Volume 76, Number 4 (April 2008), pp. 418-424

Thomas J. Bing, Edward F. Redish

The use of symbolic calculators such as MATHEMATICA is becoming more commonplace among upper level physics students. The presence of such powerful calculators can couple strongly to the type of mathematical reasoning students employ. These tools do not merely offer students a convenient way to perform the calculations they would have otherwise done by hand. We present examples from the work of upper level physics majors where MATHEMATICA plays an active role in focusing and sustaining their thoughts around calculation. These students still engage in powerful mathematical reasoning while they calculate, but struggle because of the narrowed breadth of their thinking. We model MATHEMATICA’S influence as an integral part of the constant feedback that occurs in how students frame, and hence focus, their work.

McKagan Perkins Dubson Mailey Reid LeMaster Wieman - AJP 2008

Developing and researching PhET simulations for teaching quantum mechanics.
American Journal of Physics, Volume 76, Number 4 (April 2008), pp. 406-417

S. B. McKagan, K. K. Perkins, M. Dubson, C. Malley, S. Reid, R. LeMaster, C. E. Wieman

Quantum mechanics is counterintuitive, difficult to visualize, mathematically challenging, and abstract. The Physics Education Technology (PhET) Project now includes 18 simulations on quantum mechanics designed to improve the learning of this subject. These simulations include several key features to help students build mental models and intuition about quantum mechanics: visual representations of abstract concepts and microscopic processes that cannot be directly observed, interactive environments that directly couple students’ actions to animations, connections to everyday life, and efficient calculations so that students can focus on the concepts rather than the mathematics. Like all PhET simulations, these are developed using the results of research and feedback from educators, and are tested in student interviews and classroom studies. This article provides an overview of the PhET quantum simulations and their development. We also describe research demonstrating their effectiveness and discuss some insights about student thinking.

Singh - AJP 2008

Interactive learning tutorials on quantum mechanics
American Journal of Physics, Volume 76, Number 4 (April 2008), pp. 400-405

Chandralekha Singh

We discuss the development and evaluation of quantum interactive learning tutorials (QuILTs), which are suitable for undergraduate courses in quantum mechanics. QuILTs are based on the investigation of student difficulties in learning quantum physics. They exploit computer-based visualization tools and help students build links between the formal and conceptual aspects of quantum physics without compromising the technical content. They can be used both as supplements to lectures or as self-study tools.

Wieman Perkins Adams - AJP 2008

Oersted Medal Lecture 2007: Interactive simulations for teaching physics: What works, what doesn’t, and why
American Journal of Physics, Volume 76, Number 4 (April 2008), pp. 393-399

Carl E. Wieman, Katherine K. Perkins, Wendy K. Adams

We give an overview of the Physics Educational Technology (PhET) project to research and develop web-based interactive simulations for teaching and learning physics. The design philosophy, simulation development and testing process, and range of available simulations are described. The highlights of PhET research on simulation design and effectiveness in a variety of educational settings are provided. This work has shown that a well-designed interactive simulation can be an engaging and effective tool for learning physics.

Singh - AJP 2008

Student understanding of quantum mechanics at the beginning of graduate instruction
American Journal of Physics -- March 2008 -- Volume 76, Issue 3, pp. 277-287

Chandralekha Singh

A survey was developed to probe student understanding of quantum mechanics at the beginning of graduate instruction. The survey was administered to 202 physics graduate students enrolled in first-year quantum mechanics courses from seven universities at the beginning of the first semester. We also conducted one-on-one interviews with fifteen graduate or advanced undergraduate students who had just completed a course in which all the content on the survey was covered. Although students from some universities performed better on average than others, we found that students share universal difficulties understanding the concepts of quantum mechanics. The difficulties were often due to overgeneralizations of concepts learned in one context to other contexts where they are not directly applicable. Difficulties in distinguishing between closely related concepts and making sense of the formalism of quantum mechanics were common. The results of this study can sensitize instructors of first-year graduate quantum physics to some of the difficulties students are likely to face.

doi:10.1119/1.2825387

Henderson - AJP 2008

Promoting instructional change in new faculty: An evaluation of the physics and astronomy new faculty workshop

Charles Henderson
Western Michigan University, 1903 W. Michigan Ave., Kalamazoo, Michigan, 49008
(Received 28 June 2007; accepted 9 November 2007)

An important finding of physics and astronomy education research (PAER) is that traditional, transmission-based instructional approaches are not effective in promoting meaningful student learning. Instead, PAER research suggests that physics and astronomy should be taught using more interactive instructional methods. These ways of teaching require significant changes in the way faculty think about teaching and learning and corresponding changes in their teaching behavior. Although the research base and corresponding pedagogies and strategies are well documented and widely available, widespread changes in physics and astronomy teaching at the college level has yet to occur. The Workshop for New Physics and Astronomy Faculty has been working to address this problem since 1996. This workshop, which is jointly administered by the American Association of Physics Teachers, the American Astronomical Society, and the American Physical Society, has attracted approximately 25% of all new physics and astronomy faculty each year to a four-day workshop designed to introduce new faculty to PAER-based instructional ideas and materials. This paper describes the impact of the Workshop as measured by surveys of Workshop participants and physics and astronomy department chairs. The results indicate that the Workshop is successful in meeting its goals and might be significantly contributing to the spread and acceptance of PAER-based instructional ideas and materials.

©2008 American Association of Physics Teachers

doi:10.1119/1.2820393
PACS: 01.40.G-

Reay Li Bao - AJP 2008

Testing a new voting machine question methodology

N. W. Reay, Pengfei Li, and Lei Bao
Department of Physics, The Ohio State University, Columbus, Ohio 43210
(Received 15 April 2007; accepted 9 November 2007)

A new question methodology has been developed and used with voting machines in large physics lecture classrooms. The methodology was tested by comparing student performance in voting machine and non-voting machine lecture sections during three consecutive electricity and magnetism quarters of introductory calculus-based physics. Data from The Conceptual Survey of Electricity and Magnetism and common examination questions indicates that students using voting machines achieved a significant gain in conceptual learning, and that voting machines reduced the gap between male and female student performances on tests. Surveys indicated that students were positive about the use of voting machines and believed that they helped them learn. The surveys also suggested that grading voting machines responses and/or overusing voting machines may lower student enthusiasm.

©2008 American Association of Physics Teachers


doi:10.1119/1.2820392
PACS: 01.40.G-, 01.50.ht

Boudreaux Shaffer Heron McDermott - AJP 2008

Student understanding of control of variables: Deciding whether or not a variable influences the behavior of a system
Andrew Boudreaux
Department of Physics and Astronomy, Western Washington University, Bellingham, Washington 98225
Peter S. Shaffer, Paula R. L. Heron, and Lillian C. McDermott
Department of Physics, University of Washington, Seattle, Washington 98195
(Received 15 June 2007; accepted 13 October 2007)

The ability of adult students to reason on the basis of the control of variables was the subject of an extended investigation. This paper describes the part of the study that focused on the reasoning required to decide whether or not a given variable influences the behavior of a system. The participants were undergraduates taking introductory Physics and K–8 teachers studying physics and physical science in inservice institutes and workshops. Although most of the students recognized the need to control variables, many had significant difficulty with the underlying reasoning. The results indicate serious shortcomings in the preparation of future scientists and in the education of a scientifically literate citizenry. There are also strong implications for the professional development of teachers, many of whom are expected to teach control of variables to young students.

©2008 American Association of Physics Teachers

doi:10.1119/1.2805235
PACS: 01.40.Fk

Henderson Dancy - AJP 2008

Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations

Charles Henderson
Department of Physics and Mallinson Institute for Science Education, Western Michigan University, Kalamazoo, Michigan 49008
Melissa H. Dancy
Department of Physics, University of North Carolina at Charlotte, Charlotte, North Carolina 28223
(Received 11 April 2006; accepted 26 September 2007)

Physics Education Research (PER) practitioners have engaged in substantial curriculum development and dissemination work in recent years. Yet, it appears that this work has had minimal influence on the fundamental teaching practices of the typical physics faculty. To better understand this situation, interviews were conducted with five likely users of physics education research. All reported making changes in their instructional practices and all were influenced, to some extent, by educational research. Yet, none made full use of educational research and most had complaints about their interactions with educational researchers. In this paper we examine how these instructors used educational research in making instructional decisions and identify divergent expectations about how researchers and faculty can work together to improve student learning. Although different instructors emphasized different aspects of this discrepancy between expectations, we believe that they are all related to a single underlying issue: the typical dissemination model is to disseminate curricular innovations and have faculty adopt them with minimal changes, while faculty expect researchers to work with them to incorporate research-based knowledge and materials into their unique instructional situations. Implications and recommendations are discussed.

©2008 American Association of Physics Teachers

doi:10.1119/1.2800352
PACS: 01.40.Fk