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
Showing posts with label Murphy. Show all posts
Showing posts with label Murphy. Show all posts
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.
Friday, September 4, 2009
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).
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.
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.
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.
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