PERC Proceedings 2008
There's a ton of good stuff here. Check it out. Sorry I haven't posted it sooner.
Showing posts with label PERC Proceedings. Show all posts
Showing posts with label PERC Proceedings. Show all posts
2009-01-21
PERC Proceedings 2001-2008
Having a hard time finding past PERC Proceedings? Here are links to all of them, in a single location.
Click on the links to find out more about authors and editors.
2001, Rochester
Self-published proceedings
2002, Boise
Self-published proceedings
2003, Madison
AIP Conference Proceedings Volume 720
2004, Sacramento
AIP Conference Proceedings Volume 790
2005, Salt Lake City
AIP Conference Proceedings Volume 818
2006, Syracuse
AIP Conference Proceedings Volume 883
2007, Greensboro
AIP Conference Proceedings Volume 951
2008, Edmonton
AIP Conference Proceedings Volume 1064
Click on the links to find out more about authors and editors.
2001, Rochester
Self-published proceedings
2002, Boise
Self-published proceedings
2003, Madison
AIP Conference Proceedings Volume 720
2004, Sacramento
AIP Conference Proceedings Volume 790
2005, Salt Lake City
AIP Conference Proceedings Volume 818
2006, Syracuse
AIP Conference Proceedings Volume 883
2007, Greensboro
AIP Conference Proceedings Volume 951
2008, Edmonton
AIP Conference Proceedings Volume 1064
2008-03-05
Gupta Redish Hammer - PERC 2007
Coordination of Mathematics and Physical Resources by Physics Graduate Students
arxiv.org and PERC 2007
Ayush Gupta, Edward F. Redish, and David Hammer
We investigate the dynamics of how graduate students coordinate their mathematics and physics knowledge within the context of solving a homework problem for a plasma physics survey course. Students were asked to obtain the complex dielectric function for a plasma with a specified distribution function and find the roots of that expression. While all the 16 participating students obtained the dielectric function correctly in one of two equivalent expressions, roughly half of them (7 of 16) failed to compute the roots correctly. All seven took the same initial step that led them to the incorrect answer. We note a perfect correlation between the specific expression of dielectric function obtained and the student's success in solving for the roots. We analyze student responses in terms of a resources framework and suggest routes for future research.
Journal-ref: 2007 Physics Education Research Conference. AIP Conference Proceedings, Volume 951, pp. 104-107 (2007)
DOI: 10.1063/1.2820906
arxiv.org and PERC 2007
Ayush Gupta, Edward F. Redish, and David Hammer
We investigate the dynamics of how graduate students coordinate their mathematics and physics knowledge within the context of solving a homework problem for a plasma physics survey course. Students were asked to obtain the complex dielectric function for a plasma with a specified distribution function and find the roots of that expression. While all the 16 participating students obtained the dielectric function correctly in one of two equivalent expressions, roughly half of them (7 of 16) failed to compute the roots correctly. All seven took the same initial step that led them to the incorrect answer. We note a perfect correlation between the specific expression of dielectric function obtained and the student's success in solving for the roots. We analyze student responses in terms of a resources framework and suggest routes for future research.
Journal-ref: 2007 Physics Education Research Conference. AIP Conference Proceedings, Volume 951, pp. 104-107 (2007)
DOI: 10.1063/1.2820906
Conlin Gupta Scherr Hammer - PERC 2007
The Dynamics of Students' Behaviors and Reasoning during Collaborative Physics Tutorial Sessions
arxiv,org and PERC 2007
Luke D. Conlin, Ayush Gupta, Rachel E. Scherr, and David Hammer
We investigate the dynamics of student behaviors (posture, gesture, vocal register, visual focus) and the substance of their reasoning during collaborative work on inquiry-based physics tutorials. Scherr has characterized student activity during tutorials as observable clusters of behaviors separated by sharp transitions, and has argued that these behavioral modes reflect students' epistemological framing of what they are doing, i.e., their sense of what is taking place with respect to knowledge. We analyze students' verbal reasoning during several tutorial sessions using the framework of Russ, and find a strong correlation between certain behavioral modes and the scientific quality of students' explanations. We suggest that this is due to a dynamic coupling of how students behave, how they frame an activity, and how they reason during that activity. This analysis supports the earlier claims of a dynamic between behavior and epistemology. We discuss implications for research and instruction.
Journal-ref: 2007 Physics Education Research Conference. AIP Conference Proceedings, Volume 951, pp. 69-72 (2007)
DOI: 10.1063/1.2820949
arxiv,org and PERC 2007
Luke D. Conlin, Ayush Gupta, Rachel E. Scherr, and David Hammer
We investigate the dynamics of student behaviors (posture, gesture, vocal register, visual focus) and the substance of their reasoning during collaborative work on inquiry-based physics tutorials. Scherr has characterized student activity during tutorials as observable clusters of behaviors separated by sharp transitions, and has argued that these behavioral modes reflect students' epistemological framing of what they are doing, i.e., their sense of what is taking place with respect to knowledge. We analyze students' verbal reasoning during several tutorial sessions using the framework of Russ, and find a strong correlation between certain behavioral modes and the scientific quality of students' explanations. We suggest that this is due to a dynamic coupling of how students behave, how they frame an activity, and how they reason during that activity. This analysis supports the earlier claims of a dynamic between behavior and epistemology. We discuss implications for research and instruction.
Journal-ref: 2007 Physics Education Research Conference. AIP Conference Proceedings, Volume 951, pp. 69-72 (2007)
DOI: 10.1063/1.2820949
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