Exploring Students' Patterns of Reasoning
Mojgan Matloob-Haghanikar, Sytil Murphy, and Dean Zollman
As a part of the National Study of Education in Undergraduate Science (NSEUS) Project, students’ ability to learn content in courses with interactive engagement teaching-learning strategies and those in traditional courses are being compared. On most campuses, a traditional course and an interactive engagement course at the same level and in the same subject area do not exist making direct comparisons on subject matter learning impossible. Therefore, we are concentrating on comparisons of reasoning skills within the content that they have learned. Because of the size of the study, we cannot interview the students and must rely on written responses to exam questions. We believe that we can develop a method for comparison of the students’ reasoning patterns. In order to examine the efficacy of our method, we began by analyzing exam responses from students enrolled in conceptual physics courses at Kansas State. We will present the insights we have gained throughout this process.
Supported by National Science Foundation grant ESI-055 4594
Wednesday, September 9, 2009
Murphy and Zollman: AAPT S2009 poster
An Apparatus for Investigating the Magnetic Field due to a Wire
Sytil Murphy and Dean Zollman
A new apparatus has been developed for exploring the magnetic field due to a wire. The apparatus is made of clear Plexiglas with a wire running through a triangular channel. The wire is connected to a battery and a switch. A compass can be used to detect the strength and direction of the magnetic field due to the wire and, because the apparatus is clear, compasses placed above and below the wire can be viewed simultaneously. When the switch is tapped, a compass placed above or below the wire may deflect depending on the orientation of the apparatus relative to an external magnetic field. Using the compass as a detector, the direction and strength of the magnetic field due to the wire can be investigated. In addition, the apparatus can be used to investigate the resonance frequency of a compass in a magnetic field.
Sytil Murphy and Dean Zollman
A new apparatus has been developed for exploring the magnetic field due to a wire. The apparatus is made of clear Plexiglas with a wire running through a triangular channel. The wire is connected to a battery and a switch. A compass can be used to detect the strength and direction of the magnetic field due to the wire and, because the apparatus is clear, compasses placed above and below the wire can be viewed simultaneously. When the switch is tapped, a compass placed above or below the wire may deflect depending on the orientation of the apparatus relative to an external magnetic field. Using the compass as a detector, the direction and strength of the magnetic field due to the wire can be investigated. In addition, the apparatus can be used to investigate the resonance frequency of a compass in a magnetic field.
Murphy, Matloob, Zollman: AAPT S2009 presentation
Study on how college science courses influence elementary school teachers
Sytil Murphy, Mojgan Matloob-Hagrahanikar, Zollman
How much influence do we have? Can we convince elementary education majors that the methods used to teach them science from elementary school to high school may not be the best methods? The National Study of Education in Undergraduate Science (NSEUS) is investigating the impact that college science courses have on pre- and in-service elementary school teachers. As part of this study, we are performing site visits to colleges and universities around the nation along with elementary school classrooms taught by that institution’s graduates. The institutions participating in this study were part of the NASA-NOVA project leading to the development of active engagement courses for elementary education majors at the institution. A comparison of the opinions of the faculty and pre- and in-service elementary school teachers regarding the teaching of science will be made.
Supported by the National Science Foundation grant NSF ESI-055-4594
Sytil Murphy, Mojgan Matloob-Hagrahanikar, Zollman
How much influence do we have? Can we convince elementary education majors that the methods used to teach them science from elementary school to high school may not be the best methods? The National Study of Education in Undergraduate Science (NSEUS) is investigating the impact that college science courses have on pre- and in-service elementary school teachers. As part of this study, we are performing site visits to colleges and universities around the nation along with elementary school classrooms taught by that institution’s graduates. The institutions participating in this study were part of the NASA-NOVA project leading to the development of active engagement courses for elementary education majors at the institution. A comparison of the opinions of the faculty and pre- and in-service elementary school teachers regarding the teaching of science will be made.
Supported by the National Science Foundation grant NSF ESI-055-4594
Murphy: 2009 AAPT Apparatus Competition
Investigating the effect of the magnetic field from a wire on a compass
Sytil Murphy
This apparatus has two primary applications. The first is in teaching the concepts of resonance in the context of magnetism, which can be applied to the teaching and understanding of magnetic resonance imaging. The second investigates the direction of the field around a current carrying wire and the superposition of magnetic fields. The compass deflection angle can be measured as a function of the distance from the wire and compared to theory.
Sytil Murphy
This apparatus has two primary applications. The first is in teaching the concepts of resonance in the context of magnetism, which can be applied to the teaching and understanding of magnetic resonance imaging. The second investigates the direction of the field around a current carrying wire and the superposition of magnetic fields. The compass deflection angle can be measured as a function of the distance from the wire and compared to theory.
Murphy, McBride, Gross and Zollman: PERC 2009
Probing Students's Understanding of Resonance
Sytil Murphy, Dyan McBride, Josh Gross and Dean Zollman
Resonant phenomena play a crucial role in magnetic resonance imaging (MRI), a widely used medical tool in today's society. The basic features of the resonance in MRI can be taught by looking at the resonance of a compass driven by an electromagnetic field. However, resonance in a oscillating magnetic field is not a phenomenon that is familiar to most students. Thus, as a precursor to creating instructional materials, we investigated how students applied their learning about resonance as traditionally taught to this novel system.
Sytil Murphy, Dyan McBride, Josh Gross and Dean Zollman
Resonant phenomena play a crucial role in magnetic resonance imaging (MRI), a widely used medical tool in today's society. The basic features of the resonance in MRI can be taught by looking at the resonance of a compass driven by an electromagnetic field. However, resonance in a oscillating magnetic field is not a phenomenon that is familiar to most students. Thus, as a precursor to creating instructional materials, we investigated how students applied their learning about resonance as traditionally taught to this novel system.
Tuesday, September 8, 2009
Chini, Carmichael, Rebello, Puntambekar: NARST 2009
Future Elementaty Teachers Integrating Hypertext with Hands-on Experimentation in a Design-Based Context
Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA
Sadhana Puntambekar
University of Wisconsin, Madison, WI 53706; USA
We discuss how future elementary teachers in a physics class progress through the CoMPASS (Concept Map Project-based Activity Scaffolding System) curriculum that facilitates learning by integrating hands-on and hypertext activities in a design-based context. We report on the criteria that participants use while making design predictions, their navigation strategies on the hypertext system, and what they learn about their design task after completing the hypertext and hands-on activities.
*This research is funded in part by the U.S. Department of Education, Institute of Education Sciences Award R305A080507.
Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA
Sadhana Puntambekar
University of Wisconsin, Madison, WI 53706; USA
We discuss how future elementary teachers in a physics class progress through the CoMPASS (Concept Map Project-based Activity Scaffolding System) curriculum that facilitates learning by integrating hands-on and hypertext activities in a design-based context. We report on the criteria that participants use while making design predictions, their navigation strategies on the hypertext system, and what they learn about their design task after completing the hypertext and hands-on activities.
*This research is funded in part by the U.S. Department of Education, Institute of Education Sciences Award R305A080507.
Chini, Carmichael, Rebello, Puntambekar: AAPT Summer 2009 (Talk)
Interview Room versus Classroom: How Do the Data Compare*?
Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA
Sadhana Puntambekar
University of Wisconsin, Madison, WI 53706; USA
In our research, we often use data collected during teaching/learning interviews [1] to investigate student learning. While the teaching/learning interview is intended to model a natural learning environment, it is different than an actual classroom learning atmosphere. A teaching/learning interview typically involves one to four students working with one researcher/facilitator in an interview room. The interaction is audio and video recorded. These differences may potentially cause students to act differently than they would in their actual class. To investigate this possibility, we used the same instructional materials in a teaching interview and laboratory setting. The instructional materials were from the CoMPASS curriculum that integrates hypertext based concept maps with design-based activities [2]. All participants were enrolled in introductory concept-based physics. We will describe how the data collected in these two settings compare.
[1] Engelhardt, P.V., et al. The Teaching Experiment - What it is and what it isn't. in Physics Education Research Conference, 2003. 2003. Madison, WI.
[2] Puntambekar, S., A. Stylianou, and R. Hübscher, “Improving navigation and learning in hypertext environments with navigable concept maps.” Human-Computer Interaction, 2003. 18: p. 395-428.
*This work is funded in part by the U.S. Department of Education, Institute of Education Sciences, Award # R305A080507
Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA
Sadhana Puntambekar
University of Wisconsin, Madison, WI 53706; USA
In our research, we often use data collected during teaching/learning interviews [1] to investigate student learning. While the teaching/learning interview is intended to model a natural learning environment, it is different than an actual classroom learning atmosphere. A teaching/learning interview typically involves one to four students working with one researcher/facilitator in an interview room. The interaction is audio and video recorded. These differences may potentially cause students to act differently than they would in their actual class. To investigate this possibility, we used the same instructional materials in a teaching interview and laboratory setting. The instructional materials were from the CoMPASS curriculum that integrates hypertext based concept maps with design-based activities [2]. All participants were enrolled in introductory concept-based physics. We will describe how the data collected in these two settings compare.
[1] Engelhardt, P.V., et al. The Teaching Experiment - What it is and what it isn't. in Physics Education Research Conference, 2003. 2003. Madison, WI.
[2] Puntambekar, S., A. Stylianou, and R. Hübscher, “Improving navigation and learning in hypertext environments with navigable concept maps.” Human-Computer Interaction, 2003. 18: p. 395-428.
*This work is funded in part by the U.S. Department of Education, Institute of Education Sciences, Award # R305A080507
Chini, Carmichael, Rebello, Puntambekar: AAPT Summer 2009 (Poster)
Can Simulations Replace Hands-on Experiments in Mechanics Too?*
Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA
Sadhana Puntambaker
University of Wisconsin, Madison, WI 53706; USA
It has previously been demonstrated [1] that an appropriately designed simulation can be more effective than analogous hands-on activities in the context of circuits. Circuits involve microscopic phenomenon, such as the movement of electrons, which can be modeled more clearly by a computer than real equipment. Will simulations be more effective than hands-on activities in other contexts, too? We investigated whether simulations could effectively replace hands-on experiments in a unit on inclined planes from the CoMPASS curriculum, which integrates hypertext concept maps with design-based activities [2]. Three sections of an introductory physics laboratory completed hands-on experiments, and two sections completed the same experiment in simulation. Students who used the simulations performed statistically significantly better on the post-test than students who completed the hands-on experiments.
[1] Finkelstein, N.D., et al., “When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment.” PRST-PER, 2005. 1: p. 010103.[2] Puntambekar, S., A. Stylianou, and R. Hübscher, “Improving navigation and learning in hypertext environments with navigable concept maps.” Human-Computer Interaction, 2003. 18: p. 395-428.
*This work is funded in part by the U.S. Department of Education, Institute of Education Sciences, Award # R305A080507.
Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA
Sadhana Puntambaker
University of Wisconsin, Madison, WI 53706; USA
It has previously been demonstrated [1] that an appropriately designed simulation can be more effective than analogous hands-on activities in the context of circuits. Circuits involve microscopic phenomenon, such as the movement of electrons, which can be modeled more clearly by a computer than real equipment. Will simulations be more effective than hands-on activities in other contexts, too? We investigated whether simulations could effectively replace hands-on experiments in a unit on inclined planes from the CoMPASS curriculum, which integrates hypertext concept maps with design-based activities [2]. Three sections of an introductory physics laboratory completed hands-on experiments, and two sections completed the same experiment in simulation. Students who used the simulations performed statistically significantly better on the post-test than students who completed the hands-on experiments.
[1] Finkelstein, N.D., et al., “When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment.” PRST-PER, 2005. 1: p. 010103.[2] Puntambekar, S., A. Stylianou, and R. Hübscher, “Improving navigation and learning in hypertext environments with navigable concept maps.” Human-Computer Interaction, 2003. 18: p. 395-428.
*This work is funded in part by the U.S. Department of Education, Institute of Education Sciences, Award # R305A080507.
Chini, Carmichael, Rebello, Puntambekar: PERC 2009
Does the Teaching/Learning Interview Provide an Accurate Snapshot of Classroom Learning?
Jacquelyn J. Chini, Adrian Carmichael, and N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA
Sadhana Puntambekar
University of Wisconsin, Madison, WI 53706; USA
The teaching/learning interview has been used to investigate student learning. The aim of the teaching/learning interview is to model a natural learning environment while allowing more direct access to a student’s or group’s thinking and reasoning. The interview typically involves one to four students working with a researcher/interviewer while being audio and video recorded. It has previously been reported [1] that the data collected in a teaching/learning interview is richer in detail than data collected in an actual classroom. We investigated the possibility that there were also other differences between these formats. We used the same instructional materials as well as pre-, mid- and post-tests in a teaching/learning interview and in a classroom laboratory setting. We will describe how the data collected in these two settings compare.
1. D. L. McBride, “Concept Categorization Analysis: Comparing Verbal and Written Data” in American Association of Physics Teachers Winter Meeting, Chicago, IL, 2009
**This work is funded in part by U.S. Department of Education, Institute of Education Sciences Award R305A080507.
Jacquelyn J. Chini, Adrian Carmichael, and N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA
Sadhana Puntambekar
University of Wisconsin, Madison, WI 53706; USA
The teaching/learning interview has been used to investigate student learning. The aim of the teaching/learning interview is to model a natural learning environment while allowing more direct access to a student’s or group’s thinking and reasoning. The interview typically involves one to four students working with a researcher/interviewer while being audio and video recorded. It has previously been reported [1] that the data collected in a teaching/learning interview is richer in detail than data collected in an actual classroom. We investigated the possibility that there were also other differences between these formats. We used the same instructional materials as well as pre-, mid- and post-tests in a teaching/learning interview and in a classroom laboratory setting. We will describe how the data collected in these two settings compare.
1. D. L. McBride, “Concept Categorization Analysis: Comparing Verbal and Written Data” in American Association of Physics Teachers Winter Meeting, Chicago, IL, 2009
**This work is funded in part by U.S. Department of Education, Institute of Education Sciences Award R305A080507.
Monday, September 7, 2009
Carmichael, Chini, Rebello and Puntambekar: AAPT Poster 2009
How Does Classroom or Interview Room Environment Affect Research Data?
Adrian Carmichael, Jacquelyn J. Chini, N. Sanjay Rebello
Department of Physics, Kansas State University
Sadhana Puntambekar
Department of Educational Psychology, University of Wisconsin, Madison
Research conducted in the contrived setting of an interview room, while intended to model a natural learning environment, may produce different results than data collected in an actual classroom. A teaching/learning interview in the interview room typically involves one to four students working with one researcher/facilitator while being audio and video recorded. This setting has the potential to cause students to respond differently than they would in the actual classroom. To investigate this possibility, we used the same instructional materials in a teaching interview and laboratory setting. The instructional materials were from the CoMPASS curriculum that integrates hypertext-based concept maps with design-based activities. All participants were enrolled in introductory concept-based physics. We will describe how the data collected in these two settings compare.
Carmichael, Chini, Rebello and Puntambekar: AAPT Summer 2009 Talk
Effectiveness of Hands on Experiments versus Computer Simulations in Mechanics*
Adrian Carmichael, Jacquelyn J. Chini, N. Sanjay Rebello
Department of Physics, Kansas State University
Sadhana Puntambaker
Department of Educational Psychology, University of Wisconsin, Madison
Research has shown that that simulations can be more effective than hands-on activities when studying microscopic phenomenon such as electric currents, It has yet to be determined if they have the same effectiveness with macroscopic phenomenon, such as those in mechanics. This study investigates the effectiveness of replacing a hands-on laboratory with a computer simulation in the context of a unit on inclined planes in the CoMPASS curriculum. CoMPASS integrates hypertext based concept maps in a design-based context. Students in three of the five introductory physics laboratory sections completed the hands-on experiment while the other two sections performed the experiment virtually. The post- test scores of the students who used the simulations were found to be statistically significantly greater than those of students who completed the hands on experiment.
Carmichael, Chini, Rebello and Puntambekar: PERC 2009 Paper
Comparing Student Learning in Mechanics Using Simulations and Hands-on Activities
Adrian Carmichael1, Jacquelyn J. Chini1, N. Sanjay Rebello1 and Sadhana Puntambekar2
1Kansas State University, 2University of Wisconsin, Madison
Abstract. Often computer simulation environments present students with an idealized version of the real world which can affect students’ conceptual understanding. In this study we investigate the effects of completing an experiment in mechanics using this ideal world as compared to an identical experiment in the real world. Students in three of five conceptual physics laboratory sections completed the physical experiment while the other two sections performed the virtual experiment. The experiments were part of a unit on simple machines from the CoMPASS curriculum which integrates hypertext-based concept maps in a design-based context. There was no statistically significant difference between the pre and post data of the students in the two groups. Students who performed the virtual experiment were able to answer questions dealing with work and potential energy more correctly, though neither group was able to offer sound reasoning to support their answers.*This work is funded in part by U.S. Department of Education, Institute of Education Sciences Award R305A080507
Friday, September 4, 2009
Dong-Hai and Sanjay, PERC 2009 Paper
Students’ Difficulties in Transfer of Problem Solving Across Representations
Dong-Hai Nguyen and N. Sanjay Rebello
Department of Physics
116 Cardwell Hall - Kansas State University
Manhattan, KS 66506-2601
Studies indicate that the use of multiple representations in teaching helps students become better problem solvers. We report on a study to investigate students’ difficulties with multiple representations. We conducted teaching/learning interviews with 20 students in a first semester calculus-based physics course. Each student was interviewed four times during the semester, each time after they had completed an exam in class. During these interviews students were first asked to solve a problem they had seen on the exam, followed by problems that differed in context and type of representation from the exam problem. Students were provided verbal scaffolding to solve the new problems. We discuss the common difficulties that students encountered when attempting to transfer their problem solving skills across problems in different representations.
Dong-Hai and Sanjay, AAPT Poster - Summer 2009
Students' Performance on Problem-Solving Tasks in Teaching/Learning Interviews*
Dong-Hai Nguyen and N. Sanjay Rebello
Department of Physics
116 Cardwell Hall - Kansas State University
Manhattan KS 66506
Learning how to solve problems in different contexts, domains, and representational forms is at the heart of training future scientists and engineers. We conducted individual teaching/learning interviews with 20 students in a calculus-based physics course. A total of four interviews per student were conducted during the semester, with each coming after an exam in their physics class. During each interview, students were asked to solve a problem that had been selected from their exam along with one or two more problems that shared deep physical similarities but had surface differences from the first problem. The differences might have been in representation, in context, or both. We present some of the interview protocols, the common difficulties that students encountered and the hints we provided to help them overcome those difficulties.
* Suppoter in part by grant U.S. NSF 0816207.
Dong-Hai and Sanjay, AAPT Talk - Summer 2009
Individual Teaching/Learning Interviews to Facilitate Student Problem Solving*
Dong-Hai Nguyen and N. Sanjay Rebello
Department of Physics
116 Cardwell Hall - Kansas State University
Manhattan KS 66506
Problem-solving strategies form the basic toolbox of scientists and engineers. Learning these strategies in different problems' contexts and representational forms is at the heart of training future scientists and engineers. We conducted individual teaching/learning interviews with 20 students in a calculus-based physics course. A total of four interview sessions were conducted during the semester, with each session following an exam in their physics class. During each interview, students were asked to solve a problem that had been selected from their exam. They then were presented with one or two more problems that shared deep structural similarities but had surface differences from the first problem. The problems differed in representation, context, or both. The students were asked to "think aloud" while working out the solutions to the problems. Appropriate hints were provided when students were unable to proceed. We discuss some common trends in students' responses to the hints provided.
*This study is supported in part by U.S. NSF grant 0816207.
Matloob Haghanikar,Murphy,Zollman: AAPT 2009
Exploring Students’ Patterns of Reasoninghttp://web.phys.ksu.edu/talks/2009/matloob-aapt-s09.pdf
Mojgan Matloob Haghanikar, Sytil Murphy, Dean Zollman
Kansas State University, Department of Physics, Manhattan, KS 66506
Cynthia Sunal & Dennis Sunal, University of Alabama, Cheryl Mason San Diego State University
As a part of a study of the science preparation of elementary school teachers students’ reasoning skills in courses with interactive engagement teaching-learning strategies are being compared with those in traditional courses. We have devised a rubric based on the hierarchies of knowledge and cognitive processes cited in a two dimensional revision of Bloom’s taxonomy[1].The rubric is being used to assess the levels of reasoning represented in students’ responses to written examination questions. In this way we believe that we can compare students’ pattern of reasoning across disciplines.
Supported by National Science Foundation grant ESI-055 4594
[1] A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, L.W. Anderson & D.R. Krathwohl, D.R. New York: Longman (2001).
Mojgan Matloob Haghanikar, Sytil Murphy, Dean Zollman
Kansas State University, Department of Physics, Manhattan, KS 66506
Cynthia Sunal & Dennis Sunal, University of Alabama, Cheryl Mason San Diego State University
As a part of a study of the science preparation of elementary school teachers students’ reasoning skills in courses with interactive engagement teaching-learning strategies are being compared with those in traditional courses. We have devised a rubric based on the hierarchies of knowledge and cognitive processes cited in a two dimensional revision of Bloom’s taxonomy[1].The rubric is being used to assess the levels of reasoning represented in students’ responses to written examination questions. In this way we believe that we can compare students’ pattern of reasoning across disciplines.
Supported by National Science Foundation grant ESI-055 4594
[1] A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, L.W. Anderson & D.R. Krathwohl, D.R. New York: Longman (2001).
Nakamura, Murphy, Juma, Rebello, Zollman, Christel, Stevens, AAPT Summer 2009
ALT-Pathway: Synthetic Tutors for Probing Student Learning*
Chris M. Nakamura, (cnakamur@ksu.edu) Sytil K. Murphy, Nasser M. Juma, N. Sanjay Rebello, Dean A. Zollman,
Kansas State University, Manhattan, KS 66506;
Mike Christel, Scott Stevens
Carnegie Mellon University
A new web- and research-based synthetic tutoring system addresses students’ questions about physics content and also presents relevant questions to students, using pre-recorded video and a natural language interface. In this manner we create a quasi-Socratic interaction. Combining subjective and objective questions allows us to observe student performance on two time scales. A computer can monitor student responses to objective questions and provide immediate feedback and scaffolding. A more detailed analysis of student understanding can be done later using responses to the subjective questions. The system employs various multimedia including static images, video clips, and java applets. Our research focuses on the impact of each medium on student learning. Complete logging of students’ interactions facilitates this research by allowing us to observe how students interact with the system, and when that interaction produces effective learning.
*This work is supported by the U.S. National Science Foundation under grants REC-0632587 and REC-0632657.
Nakamura, Murphy, Juma, Rebello, Zollman, PERC 2009
Online Data Collection and Analysis in Introductory Physics
Christopher M. Nakamura, Sytil K. Murphy, Nasser M. Juma, N. Sanjay Rebello
and Dean Zollman
Abstract. Online implementation of physics learning materials may present a powerful method of data collection for physics education research, in addition to being useful for supplemental instruction. This may have implications for composite instruction and research designs. We have developed three lessons on Newton’s laws and implemented them on the Internet. The lessons ask students to make observations and measurements using video clips, perform calculations and answer open-ended questions. Responses are collected via an online response system. One hundred ten university students enrolled in an algebra-based physics course and 30 high school physics students worked through some or all of our lessons, and their responses were collected. We present a qualitative and quantitative analysis of their responses and assess the implications for optimal design of online lesson materials for collecting meaningful data about students’ understanding of basic physics concepts.
Matloob Haghanikar,Murphy,Zollman: PERC 2009
Protocol for Analysis of Content Questions 
Mojgan Matloob Haghanikar, Sytil Murphy and Dean Zollman
Kansas State University, Manhattan, KS, 66506;USA
As a part of a study of the science preparation of elementary school teachers, we are investigating students' abilities to apply scientific concepts to unfamiliar situations. The objective is to construct a method which will enable us to compare how students use their reasoning and their content knowledge across different disciplines. To analyze students' answers we developed a rubric based on the hierarchies of knowledge and cognitive processes cited in a two dimensional revision of Bloom's taxonomy (1). In this poster we will present the structure of some content questions and the rubric. In addition we will demonstrate the method of analysis for few example questions.
Supported by National Science Foundation grant ESI-055 4594
(1) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, L.W. Anderson & D.R. Krathwohl, D.R. New York: Longman (2001).
Mojgan Matloob Haghanikar, Sytil Murphy and Dean Zollman
Kansas State University, Manhattan, KS, 66506;USA
As a part of a study of the science preparation of elementary school teachers, we are investigating students' abilities to apply scientific concepts to unfamiliar situations. The objective is to construct a method which will enable us to compare how students use their reasoning and their content knowledge across different disciplines. To analyze students' answers we developed a rubric based on the hierarchies of knowledge and cognitive processes cited in a two dimensional revision of Bloom's taxonomy (1). In this poster we will present the structure of some content questions and the rubric. In addition we will demonstrate the method of analysis for few example questions.
Supported by National Science Foundation grant ESI-055 4594
(1) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, L.W. Anderson & D.R. Krathwohl, D.R. New York: Longman (2001).
Juma, Edwards, Chang, Corwin, Washburn, Rebello : AAPT - Advanced Labs Summer 2009
Measuring the speed of light in an optical fiber - Integrating Experimentation and Instrumentation
Nasser M. Juma, Anthony D. Edwards, Pi-Jung Chang, Kristan L. Corwin, Brian R. Washburn, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506 ; USA
Successful experimental physicists must understand the conceptual basis of experiments and the techniques of modern instrumentation, data collection and analysis. Through new capstone projects at Kansas State University, students in an electronics course, Physical Measurements and Instrumentation (PMI), apply their knowledge of electronics, instrumentation and LabVIEW to experiments from previous courses. This allows students to revisit the physics of earlier experiments and to solve real-world problems associated with experimental control and data acquisition. As an example, in the undergraduate Modern Physics Lab (MPL), students measure the speed of light in air with a time-of-flight measurement where pulses of ultraviolet light are reflected across the room in ~ 30 ns. Thus, measurement requires use of a fast photodiode and oscilloscope. This experiment is too fast for standard data acquisition software and hardware such as LabVIEW and NI ELVIS to be used for the measurement. As a solution, students proposed and implemented a much slower and inexpensive experiment using optical fiber. A fiber-coupled laser diode ~1300 nm (Part No. BA5979, Mitsubishi) is directly driven by circuitry on the NI ELVIS board and LabVIEW. The light is then sent through 1 km optical fiber (Corning SMF-28e) and detected by a 200 Hz Infrared Photoreceiver (New Focus, Model 2033). The time between the driving and the detected electronic pulse is determined via NI ELVIS using Virtual Instruments (LabVIEW VIs) which allows the calculation of the speed of light.
This work is supported by the U.S. National Science Foundation under grant DUE-0736897.
Nasser M. Juma, Anthony D. Edwards, Pi-Jung Chang, Kristan L. Corwin, Brian R. Washburn, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506 ; USA
Successful experimental physicists must understand the conceptual basis of experiments and the techniques of modern instrumentation, data collection and analysis. Through new capstone projects at Kansas State University, students in an electronics course, Physical Measurements and Instrumentation (PMI), apply their knowledge of electronics, instrumentation and LabVIEW to experiments from previous courses. This allows students to revisit the physics of earlier experiments and to solve real-world problems associated with experimental control and data acquisition. As an example, in the undergraduate Modern Physics Lab (MPL), students measure the speed of light in air with a time-of-flight measurement where pulses of ultraviolet light are reflected across the room in ~ 30 ns. Thus, measurement requires use of a fast photodiode and oscilloscope. This experiment is too fast for standard data acquisition software and hardware such as LabVIEW and NI ELVIS to be used for the measurement. As a solution, students proposed and implemented a much slower and inexpensive experiment using optical fiber. A fiber-coupled laser diode ~1300 nm (Part No. BA5979, Mitsubishi) is directly driven by circuitry on the NI ELVIS board and LabVIEW. The light is then sent through 1 km optical fiber (Corning SMF-28e) and detected by a 200 Hz Infrared Photoreceiver (New Focus, Model 2033). The time between the driving and the detected electronic pulse is determined via NI ELVIS using Virtual Instruments (LabVIEW VIs) which allows the calculation of the speed of light.
This work is supported by the U.S. National Science Foundation under grant DUE-0736897.
Thursday, September 3, 2009
Zollman, Murphy Adrian,Stevens,Christel, AAPT Winter2009
Pathway –24/7 Online Pedagogical Assistance for Teachers of Physics
Dean Zollman & Brian Adrian
Kansas State University, 116 Cardwell Hall, Manhattan, KS 66506; 785-532-1824; fax 785-532-6806;
Scott Stevens, & Michael Christel Carnegie Mellon University
The Physics Teaching Web Advisory (Pathway) is a research and development effort to demonstrate the ability to address issues of many physics teachers via the Web. Pathway’s “Synthetic Interviews” are a unique way to engage inexperienced teachers in a natural language dialog about effective teaching of physics. These virtual conversations and related video materials are now providing pre-service and out-of-field in-service teachers with much needed professional development, and well-prepared teachers with new perspectives on teaching physics. In effect Pathway is a dynamic digital library and goes beyond creating a collection of teaching and learning materials. It provides continuously improving assistance and expertise for teachers, all of which is related to the results of contemporary physics education research. The database is a growing digital library and now contains about 6,000 different recorded answers and over 10,000 question/answer pairs. Pathway is available at http://www.physicspathway.org
Supported by the National Science Foundation under Grants 0455772 & 0455813.
Dean Zollman & Brian Adrian
Kansas State University, 116 Cardwell Hall, Manhattan, KS 66506; 785-532-1824; fax 785-532-6806;
Scott Stevens, & Michael Christel Carnegie Mellon University
The Physics Teaching Web Advisory (Pathway) is a research and development effort to demonstrate the ability to address issues of many physics teachers via the Web. Pathway’s “Synthetic Interviews” are a unique way to engage inexperienced teachers in a natural language dialog about effective teaching of physics. These virtual conversations and related video materials are now providing pre-service and out-of-field in-service teachers with much needed professional development, and well-prepared teachers with new perspectives on teaching physics. In effect Pathway is a dynamic digital library and goes beyond creating a collection of teaching and learning materials. It provides continuously improving assistance and expertise for teachers, all of which is related to the results of contemporary physics education research. The database is a growing digital library and now contains about 6,000 different recorded answers and over 10,000 question/answer pairs. Pathway is available at http://www.physicspathway.org
Supported by the National Science Foundation under Grants 0455772 & 0455813.
Hrepic, Zollman AAPT Winter 2009 Invited
Using Tablet PCs for Interactive Learning in Physics Courses for Preservice Teachers
Zdeslav Hrepic, Fort Hays State University
Dean Zollman, Kansas State University
Tablet PCs have been used in inquiry-based physical science courses which target preservice elementary and secondary teachers. Uses of the Tablet PCs included collaborative tools which offer new ways of having peers interact in any size class, video data analysis, and a variety of systems for feedback during class. We have experimented with uses of the Tablet PCs in learning environments ranging from small groups to small classes to large interactive classes. In one of the courses, student learning i was closely monitored before and after the introduction of the technology. We will present examples our use of the Tablet PCs as well as comparisons of learning gains obtained when pen-based computing technology was not used with those obtained during deployment of this technology.
*This work is supported in part by a Hewlett-Packard Technology for Teaching Grant and by NSF grants DUE-0311042 and DUE-0088818
Zdeslav Hrepic, Fort Hays State University
Dean Zollman, Kansas State University
Tablet PCs have been used in inquiry-based physical science courses which target preservice elementary and secondary teachers. Uses of the Tablet PCs included collaborative tools which offer new ways of having peers interact in any size class, video data analysis, and a variety of systems for feedback during class. We have experimented with uses of the Tablet PCs in learning environments ranging from small groups to small classes to large interactive classes. In one of the courses, student learning i was closely monitored before and after the introduction of the technology. We will present examples our use of the Tablet PCs as well as comparisons of learning gains obtained when pen-based computing technology was not used with those obtained during deployment of this technology.
*This work is supported in part by a Hewlett-Packard Technology for Teaching Grant and by NSF grants DUE-0311042 and DUE-0088818
Zollman, AAPT Summer 2009 Invited
Interactions between the Art & Science of Physics Learning-Teaching
Dean Zollman
“Instruction begins when you, the teacher, learn from the learner, put yourself in his place so that you may understand what he understands and in the way he understands it,…”* Long before physics education research began studying how students learn physics, Soren Kierkegaard (1813-1855) expressed much of the goals of physics education research. Teaching is the art of realizing our students are not us and understanding how they learn topics which came easy to us. Some “natural” teachers seem to do this automatically and we can learn from how they do it. At the same time, research on the teaching-learning process can go a long way toward helping all of us understand how the student understands physics. This interplay between the art (what some teachers do naturally) and the science (physics education research) is the foundation for the continual improvement of physics education.
* Søren Kierkegaard, The Point of View for My Work as an Author , 1848 English translation, Princeton University Press, 1998, available on Google Books.
Dean Zollman
“Instruction begins when you, the teacher, learn from the learner, put yourself in his place so that you may understand what he understands and in the way he understands it,…”* Long before physics education research began studying how students learn physics, Soren Kierkegaard (1813-1855) expressed much of the goals of physics education research. Teaching is the art of realizing our students are not us and understanding how they learn topics which came easy to us. Some “natural” teachers seem to do this automatically and we can learn from how they do it. At the same time, research on the teaching-learning process can go a long way toward helping all of us understand how the student understands physics. This interplay between the art (what some teachers do naturally) and the science (physics education research) is the foundation for the continual improvement of physics education.
* Søren Kierkegaard, The Point of View for My Work as an Author , 1848 English translation, Princeton University Press, 1998, available on Google Books.
Zollman, Murphy Adrian,Stevens,Christel, AAPT Summer 2009
Pathway –24/7 Online Pedagogical Assistance for Teachers of Physics
Dean Zollman, Sytil Murphy & Brian Adrian
Kansas State University, 116 Cardwell Hall, Manhattan, KS 66506; 785-532-1824; fax 785-532-6806;
Scott Stevens, & Michael Christel Carnegie Mellon University
The Physics Teaching Web Advisory (Pathway) continues to expand its efforts to address pedagogical issues of many physics teachers via the Web. Pathway’s “Synthetic Interviews” engage inexperienced teachers in a natural language dialog about effective teaching of physics. These virtual conversations are now coupled to related graphical materials as well as the National Science Education Standards and comPADRE. Thus, pre-service and out-of-field in-service teachers can obtain the advice of experienced teachers and quick connections to other related material. The database is a growing digital library and now contains about 7,000 different recorded answers and over 10,000 question/answer pairs. Additional video material, including films from the old AAPT Film Repository, provides addition videos for classroom use. Pathway is available at http://www.physicspathway.org
Supported by the National Science Foundation under Grants 0455772 & 0455813.
Dean Zollman, Sytil Murphy & Brian Adrian
Kansas State University, 116 Cardwell Hall, Manhattan, KS 66506; 785-532-1824; fax 785-532-6806;
Scott Stevens, & Michael Christel Carnegie Mellon University
The Physics Teaching Web Advisory (Pathway) continues to expand its efforts to address pedagogical issues of many physics teachers via the Web. Pathway’s “Synthetic Interviews” engage inexperienced teachers in a natural language dialog about effective teaching of physics. These virtual conversations are now coupled to related graphical materials as well as the National Science Education Standards and comPADRE. Thus, pre-service and out-of-field in-service teachers can obtain the advice of experienced teachers and quick connections to other related material. The database is a growing digital library and now contains about 7,000 different recorded answers and over 10,000 question/answer pairs. Additional video material, including films from the old AAPT Film Repository, provides addition videos for classroom use. Pathway is available at http://www.physicspathway.org
Supported by the National Science Foundation under Grants 0455772 & 0455813.
Friday, August 28, 2009
McBride, Zollman: PERC 2009
Applying Knowledge in New Contexts: A Comparison of Pre- and Post-Instruction Students* Paper Poster
Dyan L. McBride and Dean A. Zollman, Kansas State University
For several years, our research group at Kansas State has been studying how students apply knowledge in new contexts. One such study focuses on how students apply knowledge of light and basic geometric optics to the context of wavefront aberrometry. In one aspect of this study we compared the application of previous knowledge of students who had studied light and basic geometric optics in a physics course with those who had not and thus could only apply knowledge obtained in an informal way. We sought to examine what differences exist in the way they construct an understanding of wavefront aberrometry. The data showed that students with no formal instruction tended to rely on experiential knowledge as one would expect. However, the students with formal instruction relied on textbook knowledge and tended to discount or ignore their everyday experiences. We will discuss what this difference in knowledge types might imply about the knowledge construction process.
*Supported in part by NSF Grant DUE 04-27645
Dyan L. McBride and Dean A. Zollman, Kansas State University
For several years, our research group at Kansas State has been studying how students apply knowledge in new contexts. One such study focuses on how students apply knowledge of light and basic geometric optics to the context of wavefront aberrometry. In one aspect of this study we compared the application of previous knowledge of students who had studied light and basic geometric optics in a physics course with those who had not and thus could only apply knowledge obtained in an informal way. We sought to examine what differences exist in the way they construct an understanding of wavefront aberrometry. The data showed that students with no formal instruction tended to rely on experiential knowledge as one would expect. However, the students with formal instruction relied on textbook knowledge and tended to discount or ignore their everyday experiences. We will discuss what this difference in knowledge types might imply about the knowledge construction process.
*Supported in part by NSF Grant DUE 04-27645
McBride, Zollman: AAPT Winter 2009
Concept categorization analysis: verbal and written data sources*
Dyan McBride and Dean A. Zollman
Department of Physics, Kansas State University
Our current project, which focuses on how students construct an understanding of wavefront aberrometry, has produced a significant amount of both verbal data from interviews and written data from student worksheets. Using concept categorization techniques, we present an analysis of both types of data; in particular, we focus on comparing the two data types for use with concept categorization analysis and present both advantages and disadvantages of this method for each type of data.
*Supported by National Science Foundation grant DUE 04-27645
Dyan McBride and Dean A. Zollman
Department of Physics, Kansas State University
Our current project, which focuses on how students construct an understanding of wavefront aberrometry, has produced a significant amount of both verbal data from interviews and written data from student worksheets. Using concept categorization techniques, we present an analysis of both types of data; in particular, we focus on comparing the two data types for use with concept categorization analysis and present both advantages and disadvantages of this method for each type of data.
*Supported by National Science Foundation grant DUE 04-27645
McBride, Zollman, Wiesner and Rachel: AAPT Summer 2009
Simulations for Teaching Wavefront Aberrometry
Dyan L. McBride and Dean A. Zollman, Kansas State University
Helmut Wiesner and Alexander Rachel, Ludwig Maximilians University
Based on research in the transfer of student learning, we have developed two interactive visualizations that help students understand the optics of the human eye and recent advances in the use of wavefront aberrometry for vision defect diagnosis. The first visualization enables students to explore the optics related to accommodation of the eye lens, vision defects, and corrective lenses. The second visualization focusing on helping students learn about wavefront aberrometry, a relatively new method of diagnosing vision defects. Along with the visualizations, we will present our initial assessment of the effectiveness of the visualizations.
*Supported in part by NSF Grant DUE 04-27645
Dyan L. McBride and Dean A. Zollman, Kansas State University
Helmut Wiesner and Alexander Rachel, Ludwig Maximilians University
Based on research in the transfer of student learning, we have developed two interactive visualizations that help students understand the optics of the human eye and recent advances in the use of wavefront aberrometry for vision defect diagnosis. The first visualization enables students to explore the optics related to accommodation of the eye lens, vision defects, and corrective lenses. The second visualization focusing on helping students learn about wavefront aberrometry, a relatively new method of diagnosing vision defects. Along with the visualizations, we will present our initial assessment of the effectiveness of the visualizations.
*Supported in part by NSF Grant DUE 04-27645
McBride, PhD Dissertation, 2009
Transfer of Learning from Traditional Optics to Wavefront Aberrometry
Dyan L. McBride, Ph.D. Dissertation, 2009
This research presents an investigation of how students dynamically construct knowledge in a new situation. In particular, this work focuses on the contexts of light and optics, and examines the dynamic construction of an understanding of wavefront aberrometry. The study began with clinical interviews designed to elicit students’ prior knowledge about light, basic optics, and vision; the data were analyzed phenomenographically to obtain student models of understanding and examine the possible model variations. The results indicate that students have a significant number of resources in this subject area, though some are incomplete or less useful than others. In subsequent phases, many learning and teaching interviews were conducted to design and test scaffolding procedures that could be of use to students as they constructed their understanding of the given phenomenon. Throughout this work, student responses were analyzed in terms of the resources that were being used through the knowledge construction process. Finally, a modified analysis method is presented and utilized for quantifying what types of concepts students use while constructing their understanding, and how they are able to link varying types of concepts together. Significant implications extend beyond the single context of wavefront aberrometry. Each distinct analysis technique provides further insight to the ways in which students learn across contexts and the ways in which we can scaffold their learning to improve curriculum and instruction.
Supported by the National Science Foundation under grant DUE 0427645
Dyan L. McBride, Ph.D. Dissertation, 2009
This research presents an investigation of how students dynamically construct knowledge in a new situation. In particular, this work focuses on the contexts of light and optics, and examines the dynamic construction of an understanding of wavefront aberrometry. The study began with clinical interviews designed to elicit students’ prior knowledge about light, basic optics, and vision; the data were analyzed phenomenographically to obtain student models of understanding and examine the possible model variations. The results indicate that students have a significant number of resources in this subject area, though some are incomplete or less useful than others. In subsequent phases, many learning and teaching interviews were conducted to design and test scaffolding procedures that could be of use to students as they constructed their understanding of the given phenomenon. Throughout this work, student responses were analyzed in terms of the resources that were being used through the knowledge construction process. Finally, a modified analysis method is presented and utilized for quantifying what types of concepts students use while constructing their understanding, and how they are able to link varying types of concepts together. Significant implications extend beyond the single context of wavefront aberrometry. Each distinct analysis technique provides further insight to the ways in which students learn across contexts and the ways in which we can scaffold their learning to improve curriculum and instruction.
Supported by the National Science Foundation under grant DUE 0427645
Wednesday, August 26, 2009
Zollman, Murphy, Stevens, Christel: GIREP-EPEC Plenary 2009
Web-based Pedagogical Assistance for Under-prepared Teachers of Physics Slides Paper
Dean Zollman & Sytil Murphy
Kansas State University, Manhattan, KS 66506; USA
Scott Stevens, & Michael Christel, Carnegie Mellon University, Pittsburgh, PA 152319 USA
Recently President Obama noted a serious concern about secondary science education in the United States. “Yet in high schools, more than 20 percent of students in math and more than 60 percent of students in chemistry and physics are taught by teachers without expertise in these fields.“ This problem is not new, so several years ago we begin a Web-based effort to address it. The Physics Teaching Web Advisory (Pathway) is an effort to demonstrate the ability to address pedagogical issues of many physics teachers via the Web. Pathway’s “Synthetic Interviews” are a unique way to engage inexperienced teachers in a natural language dialog about effective teaching of physics. These virtual conversations and related video materials are now providing pre-service and out-of-field in-service teachers with much needed professional development, and well-prepared teachers with new perspectives on teaching physics. The database is a growing digital library and now contains about 6,000 different recorded answers and over 10,000 question/answer pairs. An additional component is a collection of videos which can be used directly in the classroom. This collection includes both professional and teacher-produced videos. Unlike YouTube they are screened for usefulness before posting, but also will soon take advantage of the vast resources on YouTube and other similar sites. Pathway is available at http://www.physicspathway.org
Supported by the US National Science Foundation under Grants 0455772 & 0455813.
Dean Zollman & Sytil Murphy
Kansas State University, Manhattan, KS 66506; USA
Scott Stevens, & Michael Christel, Carnegie Mellon University, Pittsburgh, PA 152319 USA
Recently President Obama noted a serious concern about secondary science education in the United States. “Yet in high schools, more than 20 percent of students in math and more than 60 percent of students in chemistry and physics are taught by teachers without expertise in these fields.“ This problem is not new, so several years ago we begin a Web-based effort to address it. The Physics Teaching Web Advisory (Pathway) is an effort to demonstrate the ability to address pedagogical issues of many physics teachers via the Web. Pathway’s “Synthetic Interviews” are a unique way to engage inexperienced teachers in a natural language dialog about effective teaching of physics. These virtual conversations and related video materials are now providing pre-service and out-of-field in-service teachers with much needed professional development, and well-prepared teachers with new perspectives on teaching physics. The database is a growing digital library and now contains about 6,000 different recorded answers and over 10,000 question/answer pairs. An additional component is a collection of videos which can be used directly in the classroom. This collection includes both professional and teacher-produced videos. Unlike YouTube they are screened for usefulness before posting, but also will soon take advantage of the vast resources on YouTube and other similar sites. Pathway is available at http://www.physicspathway.org
Supported by the US National Science Foundation under Grants 0455772 & 0455813.
Tuesday, June 23, 2009
Escalada: Ph.D. Dissertation, 1997
Investigating The Applicability Of Activity-Based Quantum Mechanics In A Few High School Physics Classrooms
Lawrence Todd Escalada, Ph.D. Dissertation, 1997
Quantum physics is not traditionally introduced in high school physics courses because of the level of abstraction and mathematical formalism associated with the subject. As part of the Visual Quantum Mechanics project, activity-based instructional units have been developed that introduce quantum principles to students who have limited backgrounds in physics and mathematics. This study investigates the applicability of one unit, Solids & Light, that introduces quantum principles within the context of learning about light emitting diodes. An observation protocol, attitude surveys, and questionnaires were used to examine the implementation of materials and student-teacher interactions in various secondary physics classrooms. Aspects of Solids & Light including the use of hands-on activities, interactive computer programs, inexpensive materials, and the focus on conceptual understanding were very applicable in the various physics classrooms observed. Both teachers and students gave these instructional strategies favorable ratings in motivating students to make observations and to learn. These ratings were not significantly affected by gender or students’ attitudes towards physics or computers. Solids & Light was applicable in terms of content and teaching style for some teachers. However, a mismatch of teaching styles between some instructors and the unit posed some problems in determining applicability. Observations indicated that some instructors were not able to utilize the exploratory instructional strategy of Solids & Light. Thus, Solids & Light must include additional support necessary to make the instructor comfortable with the subject matter and pedagogical style. With these revisions, Solids & Light, will have all the key components to make its implementation in a high school physics classroom a successful one.
Lawrence Todd Escalada, Ph.D. Dissertation, 1997
Quantum physics is not traditionally introduced in high school physics courses because of the level of abstraction and mathematical formalism associated with the subject. As part of the Visual Quantum Mechanics project, activity-based instructional units have been developed that introduce quantum principles to students who have limited backgrounds in physics and mathematics. This study investigates the applicability of one unit, Solids & Light, that introduces quantum principles within the context of learning about light emitting diodes. An observation protocol, attitude surveys, and questionnaires were used to examine the implementation of materials and student-teacher interactions in various secondary physics classrooms. Aspects of Solids & Light including the use of hands-on activities, interactive computer programs, inexpensive materials, and the focus on conceptual understanding were very applicable in the various physics classrooms observed. Both teachers and students gave these instructional strategies favorable ratings in motivating students to make observations and to learn. These ratings were not significantly affected by gender or students’ attitudes towards physics or computers. Solids & Light was applicable in terms of content and teaching style for some teachers. However, a mismatch of teaching styles between some instructors and the unit posed some problems in determining applicability. Observations indicated that some instructors were not able to utilize the exploratory instructional strategy of Solids & Light. Thus, Solids & Light must include additional support necessary to make the instructor comfortable with the subject matter and pedagogical style. With these revisions, Solids & Light, will have all the key components to make its implementation in a high school physics classroom a successful one.
Thursday, June 18, 2009
Cui, Rebello, Bennett: NARST Proceedings 2007
Assessing college students’ transfer of learning from calculus to physics using non-traditional problems
Lili Cui, N. Sanjay Rebello & Andrew G. Bennett Proceedings of the NARST 2007 Annual Meeting New Orleans, LA
This research investigated students’ transfer of learning from calculus courses to an introductory physics course using non-traditional physics Jeopardy problems. We used semi-structured think-aloud interviews to assess the extent to which students transfer their calculus knowledge when solving Jeopardy problems. Jeopardy problems present interviewees with an intermediate step in the form of a mathematical integration and ask students to come up with a physical scenario relevant to the integral provided. Results indicate that students often had difficulty taking apart the given problem and constructing the corresponding physics situation.
Lili Cui, N. Sanjay Rebello & Andrew G. Bennett Proceedings of the NARST 2007 Annual Meeting New Orleans, LA
This research investigated students’ transfer of learning from calculus courses to an introductory physics course using non-traditional physics Jeopardy problems. We used semi-structured think-aloud interviews to assess the extent to which students transfer their calculus knowledge when solving Jeopardy problems. Jeopardy problems present interviewees with an intermediate step in the form of a mathematical integration and ask students to come up with a physical scenario relevant to the integral provided. Results indicate that students often had difficulty taking apart the given problem and constructing the corresponding physics situation.
Hrepic, Zollman, Rebello: Journal of Science Education and Technology (2007)
Comparing Students’ and Experts’ Understanding
of the Content of a Lecture
Zdeslav Hrepic, Dean A. Zollman, and N. Sanjay Rebello Journal of Science Education and Technology 16, 213-224 (2007)
In spite of advances in physics pedagogy, the lecture is by far the most widely used format of instruction. We investigated students’ understanding and perceptions of the content delivered during a physics lecture. A group of experts (physics instructors) also participated in the study as a reference for the comparison. During the study, all participants responded to a written conceptual survey on sound propagation. Next, they looked for answers to the survey questions in a videotaped lecture by a nationally known teacher. As they viewed the lecture, they indicated instances, if any, in which the survey questions were answered during the lecture. They also wrote down (and if needed, later explained) the answer, which they perceived was given by the instructor in the video lecture. Students who participated in the study were enrolled in a conceptual physics course and had already covered the topic in class before the study. We discuss and compare students’ and experts’ responses to the survey questions before and after the lecture.
of the Content of a Lecture
Zdeslav Hrepic, Dean A. Zollman, and N. Sanjay Rebello Journal of Science Education and Technology 16, 213-224 (2007)
In spite of advances in physics pedagogy, the lecture is by far the most widely used format of instruction. We investigated students’ understanding and perceptions of the content delivered during a physics lecture. A group of experts (physics instructors) also participated in the study as a reference for the comparison. During the study, all participants responded to a written conceptual survey on sound propagation. Next, they looked for answers to the survey questions in a videotaped lecture by a nationally known teacher. As they viewed the lecture, they indicated instances, if any, in which the survey questions were answered during the lecture. They also wrote down (and if needed, later explained) the answer, which they perceived was given by the instructor in the video lecture. Students who participated in the study were enrolled in a conceptual physics course and had already covered the topic in class before the study. We discuss and compare students’ and experts’ responses to the survey questions before and after the lecture.
Colicchia, Hopf, Wiesner, Zollman: The Physics Teacher (2008)
Pinhole Glasses
Giuseppe Colicchia, Martin Hopf, Hartmut Wiesner, Physics Education, Ludwig-Maximilians University, Munich, Germany & Dean Zollman, Department of Physics, Kansas State University, Manhattan, KS, The Physics Teacher 46, 26-27 (2008)
Eye aberrations are commonly corrected by lenses that restore vision by altering rays before they pass through the cornea. Some modern promoters claim that pinhole glasses are better
than conventional lenses in correcting all kinds of refractive defects such as myopia (nearsighted), hyperopia (farsighted), astigmatisms, and presbyopia. Do pinhole glasses really give better vision? Some ways to use this question for motivation in teaching optics have been discussed.1 For this column we include a series of experiments that students can complete using a model of the eye and demonstrate issues related to pinhole vision correction.
Giuseppe Colicchia, Martin Hopf, Hartmut Wiesner, Physics Education, Ludwig-Maximilians University, Munich, Germany & Dean Zollman, Department of Physics, Kansas State University, Manhattan, KS, The Physics Teacher 46, 26-27 (2008)
Eye aberrations are commonly corrected by lenses that restore vision by altering rays before they pass through the cornea. Some modern promoters claim that pinhole glasses are better
than conventional lenses in correcting all kinds of refractive defects such as myopia (nearsighted), hyperopia (farsighted), astigmatisms, and presbyopia. Do pinhole glasses really give better vision? Some ways to use this question for motivation in teaching optics have been discussed.1 For this column we include a series of experiments that students can complete using a model of the eye and demonstrate issues related to pinhole vision correction.
Subscribe to:
Posts (Atom)