Students know what physicists believe, but they don’t agree: A study using the CLASS survey
Phys. Rev. ST Phys. Educ. Res. 4, 020106 (2008)
Kara E. Gray, Wendy K. Adams, Carl E. Wieman, and Katherine K. Perkins
We measured what students perceive physicists to believe about physics and solving physics problems and how those perceptions differ from the students’ personal beliefs. In this study, we used a modified version of the Colorado Learning Attitudes about Science Survey which asked students to respond to each statement with both their personal belief and the response they thought a physicist would give. Students from three different types of university introductory physics courses were studied. Students who have not yet taken physics in college have a surprisingly accurate idea of what physicists believe about physics no matter what their high school background and what physics courses they choose to take in college. These ideas are largely unaffected by their college physics instruction. In contrast, students’ personal beliefs about physics differ with varying high school physics backgrounds and college physics courses in which they enroll, and these beliefs are affected by college physics instruction. Women have a larger difference between their reported personal beliefs and their perceptions of physicists’ beliefs than do men.
Showing posts with label Perkins. Show all posts
Showing posts with label Perkins. Show all posts
2008-11-16
2008-10-08
McKagan Perkins Wieman - Phys Rev 2008
Deeper look at student learning of quantum mechanics: The case of tunneling
Phys. Rev. ST Phys. Educ. Res. 4, 020103 (2008)
S. B. McKagan, K. K. Perkins, and C. E. Wieman
We report on a large-scale study of student learning of quantum tunneling in four traditional and four transformed modern physics courses. In the transformed courses, which were designed to address student difficulties found in previous research, students still struggle with many of the same issues found in other courses. However, the reasons for these difficulties are more subtle, and many new issues are brought to the surface. By explicitly addressing how to build models of wave functions and energy and how to relate these models to real physical systems, we have opened up a floodgate of deep and difficult questions as students struggle to make sense of these models. We conclude that the difficulties found in previous research are the tip of the iceberg, and the real issue at the heart of student difficulties in learning quantum tunneling is the struggle to build the complex models that are implicit in experts’ understanding but often not explicitly addressed in instruction.
(Note that a pre-print of this paper was already listed on this blog. See here.)
Phys. Rev. ST Phys. Educ. Res. 4, 020103 (2008)
S. B. McKagan, K. K. Perkins, and C. E. Wieman
We report on a large-scale study of student learning of quantum tunneling in four traditional and four transformed modern physics courses. In the transformed courses, which were designed to address student difficulties found in previous research, students still struggle with many of the same issues found in other courses. However, the reasons for these difficulties are more subtle, and many new issues are brought to the surface. By explicitly addressing how to build models of wave functions and energy and how to relate these models to real physical systems, we have opened up a floodgate of deep and difficult questions as students struggle to make sense of these models. We conclude that the difficulties found in previous research are the tip of the iceberg, and the real issue at the heart of student difficulties in learning quantum tunneling is the struggle to build the complex models that are implicit in experts’ understanding but often not explicitly addressed in instruction.
(Note that a pre-print of this paper was already listed on this blog. See here.)
2008-03-18
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.
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.
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.
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.
2008-03-07
McKagan Perkins Wieman - Phys Rev 2008
Why we should teach the Bohr model and how to teach it effectively
Phys. Rev. ST Phys. Educ. Res. 4, 010103 (2008)
S.B. McKagan, K.K. Perkins, C. E. Wieman
Some education researchers have claimed that we should not teach the Bohr model of the atom because it inhibits students’ ability to learn the true quantum nature of electrons in atoms. Although the evidence for this claim is weak, many have accepted it. This claim has implications for how to present atoms in classes ranging from elementary school to graduate school. We present results from a study designed to test this claim by developing a curriculum on models of the atom, including the Bohr and Schrödinger models. We examine student descriptions of atoms on final exams in transformed modern physics classes using various versions of this curriculum. We find that if the curriculum does not include sufficient connections between different models, many students still have a Bohr-like view of atoms rather than a more accurate Schrödinger model. However, with an improved curriculum designed to develop model-building skills and with better integration between different models, it is possible to get most students to describe atoms using the Schrödinger model. In comparing our results with previous research, we find that comparing and contrasting different models is a key feature of a curriculum that helps students move beyond the Bohr model and adopt Schrödinger’s view of the atom. We find that understanding the reasons for the development of models is much more difficult for students than understanding the features of the models. We also present interactive computer simulations designed to help students build models of the atom more effectively.
Phys. Rev. ST Phys. Educ. Res. 4, 010103 (2008)
S.B. McKagan, K.K. Perkins, C. E. Wieman
Some education researchers have claimed that we should not teach the Bohr model of the atom because it inhibits students’ ability to learn the true quantum nature of electrons in atoms. Although the evidence for this claim is weak, many have accepted it. This claim has implications for how to present atoms in classes ranging from elementary school to graduate school. We present results from a study designed to test this claim by developing a curriculum on models of the atom, including the Bohr and Schrödinger models. We examine student descriptions of atoms on final exams in transformed modern physics classes using various versions of this curriculum. We find that if the curriculum does not include sufficient connections between different models, many students still have a Bohr-like view of atoms rather than a more accurate Schrödinger model. However, with an improved curriculum designed to develop model-building skills and with better integration between different models, it is possible to get most students to describe atoms using the Schrödinger model. In comparing our results with previous research, we find that comparing and contrasting different models is a key feature of a curriculum that helps students move beyond the Bohr model and adopt Schrödinger’s view of the atom. We find that understanding the reasons for the development of models is much more difficult for students than understanding the features of the models. We also present interactive computer simulations designed to help students build models of the atom more effectively.
2008-02-22
McKagan Perkins Wieman - arxiv.org 2008
This paper has been updated, click here for PRST-PER publication.
A Deeper Look at Student Learning of Quantum Mechanics: the Case of Tunneling
arxiv.org
S. B. McKagan, K. K. Perkins, and C. E. Wieman
We report on a qualitative study of student learning of quantum tunneling in traditional and reformed modern physics courses. In the reformed courses, which were designed to address student difficulties found in previous research, students still struggle with many of the same issues found in other courses, but the reasons for these difficulties are more subtle, and many new issues are brought to the surface. By explicitly discussing how to build models of potential energy and relate these models to real physical systems, we have opened up a floodgate of deep and difficult questions as students struggle to make sense of these models. We conclude that the difficulties found in previous research are the tip of the iceberg, and the real issue at the heart of student difficulties in learning quantum tunneling is the struggle to build the complex models that are implicit in experts' understanding but often not discussed explicitly with students.
License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
A Deeper Look at Student Learning of Quantum Mechanics: the Case of Tunneling
arxiv.org
S. B. McKagan, K. K. Perkins, and C. E. Wieman
We report on a qualitative study of student learning of quantum tunneling in traditional and reformed modern physics courses. In the reformed courses, which were designed to address student difficulties found in previous research, students still struggle with many of the same issues found in other courses, but the reasons for these difficulties are more subtle, and many new issues are brought to the surface. By explicitly discussing how to build models of potential energy and relate these models to real physical systems, we have opened up a floodgate of deep and difficult questions as students struggle to make sense of these models. We conclude that the difficulties found in previous research are the tip of the iceberg, and the real issue at the heart of student difficulties in learning quantum tunneling is the struggle to build the complex models that are implicit in experts' understanding but often not discussed explicitly with students.
License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
2007-10-30
McKagan et al - arxiv.org 2007
Developing and Researching PhET simulations for Teaching Quantum Mechanics
arxiv.org posting
S. B. McKagan, K. K. Perkins, M. Dubson, C. Malley, S. Reid, R. LeMaster, C. E. Wieman
(Submitted on 27 Sep 2007)
Quantum mechanics is difficult to learn because it is counterintuitive, hard to visualize, mathematically challenging, and abstract. The Physics Education Technology (PhET) Project, known for its interactive computer simulations for teaching and learning physics, now includes 17 simulations on quantum mechanics designed to improve learning of this difficult subject. Our simulations include several key features that help students build mental models and intuitions 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 students can focus on the concepts rather than the math. Like all PhET simulations, these are developed using the results of education 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 describe research demonstrating their effectiveness in helping students overcome well-known difficulties, build vivid mental models of quantum phenomena, and understand key concepts. We also share some insights about student thinking we have gained from our research on quantum simulations.
Comments: submitted to American Journal of Physics
Subjects: Physics Education (physics.ed-ph)
Cite as: arXiv:0709.4503v1 [physics.ed-ph]
arxiv.org posting
S. B. McKagan, K. K. Perkins, M. Dubson, C. Malley, S. Reid, R. LeMaster, C. E. Wieman
(Submitted on 27 Sep 2007)
Quantum mechanics is difficult to learn because it is counterintuitive, hard to visualize, mathematically challenging, and abstract. The Physics Education Technology (PhET) Project, known for its interactive computer simulations for teaching and learning physics, now includes 17 simulations on quantum mechanics designed to improve learning of this difficult subject. Our simulations include several key features that help students build mental models and intuitions 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 students can focus on the concepts rather than the math. Like all PhET simulations, these are developed using the results of education 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 describe research demonstrating their effectiveness in helping students overcome well-known difficulties, build vivid mental models of quantum phenomena, and understand key concepts. We also share some insights about student thinking we have gained from our research on quantum simulations.
Comments: submitted to American Journal of Physics
Subjects: Physics Education (physics.ed-ph)
Cite as: arXiv:0709.4503v1 [physics.ed-ph]
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