Physics Education

Promoting conceptual development in physics teacher education: cognitive-historical reconstruction of electromagnetic induction law

by Terhi Mäntylä

Terhi Mäntylä
Online First in Science & Education, DOI: 10.1007/s11191-012-9460-x

In teaching physics, the history of physics offers fruitful starting points for designing instruction. I introduce... more In teaching physics, the history of physics offers fruitful starting points for designing instruction. I introduce here an approach that uses historical cognitive processes to enhance the conceptual development of pre-service physics teachers’ knowledge. It applies a method called cognitive-historical approach, introduced to the cognitive sciences by Nersessian (Cognitive Models of Science. University of Minnesota Press, Minneapolis, pp. 3–45, 1992). The approach combines the analyses of actual scientific practices in the history of science with the analytical tools and theories of contemporary cognitive sciences in order to produce knowledge of how conceptual structures are constructed and changed in science. Hence, the cognitive-historical analysis indirectly produces knowledge about the human cognition. Here, a way to use the cognitive-historical approach for didactical purposes is introduced. In this application, the cognitive processes in the history of physics are combined with current physics knowledge in order to create a cognitive-historical reconstruction of a certain quantity or law for the needs of physics teacher education. A principal aim of developing the approach has been that pre-service physics teachers must know how the physical concepts and laws are or can be formed and justified. As a practical example of the developed approach, a cognitive-historical reconstruction of the electromagnetic induction law was produced. For evaluating the uses of the cognitive-historical reconstruction, a teaching sequence for pre-service physics teachers was conducted. The initial and final reports of twenty-four students were analyzed through a qualitative categorization of students’ justifications of knowledge. The results show a conceptual development in the students’ explanations and justifications of how the electromagnetic induction law can be formed.

Preliminary investigation of instructor effects on gender gap in introductory physics

by Burrow Kreutzer

Co-authored with Andrew Boudreaux, Accepted to PRST-PER on April 03, 2012

Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were... more Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and post-course. As expected, male students outgained females in traditionally taught sections as well as sections that incorporated interactive engagement (IE) techniques. In two of the IE course sections, however, the gains of female students were comparable to those of male students. Classroom observations of the course sections involved were made over an extended period. In this paper, we characterize the observed instructor-student interactions using a framework from educational psychology referred to as Wise Schooling. Results suggest that instructor practices affect differential learning, and that Wise Schooling techniques may constitute an effective strategy for promoting gender equity in the physics classroom.

Connecting Mathematics and the Applied Science of Energy Conservation

by Joshua Pearce

R. E. Carbone and J. M. Pearce,“Connecting Mathematics and the Applied Science of Energy Conservation”, The Journal of Mathematics and Science: Collaborative Explorations, 11, pp. 233-243, 2009.

To effectively teach science in the elementary classroom, pre-service K-8 teachers need a basic understanding of the... more To effectively teach science in the elementary classroom, pre-service K-8 teachers need a basic understanding of the underlying concepts of physics, which demand a strong foundation in mathematics. Unfortunately, the depth of mathematics understanding of prospective elementary teachers has been a growing and serious concern for several decades. To overcome this challenge, a two-pronged attack was used in this study. First, students in mathematics courses were coupled with physical science courses by linking registration to ensure co-requisites were taken. This alone improved passing rates. Secondly, an energy conservation project was introduced in both classes that intimately tied the theoretical mathematics base knowledge to problems in physical science, energy efficiency, and household economics. These connections made the mathematics highly relevant to the students and improved both their theoretical understanding and their grades. Together, the two approaches of tying mathematics to physical science and applying mathematical skills to solving energy efficiency problems have shown to be extremely effective at improving student performance. This five-year study not only exhibited record improvements in student performance, but also can be easily replicated at other institutions experiencing similar challenges in training pre-service elementary school teachers.

Teaching Physics Using Appropriate Technology Projects

by Joshua Pearce

The Physics Teacher, 45, pp. 164-167, 2007.

Appropriate technologies able to be easily and economically constructed from readily available materials by local... more Appropriate technologies able to be easily and economically constructed from readily available materials by local craftspeople have a central role in the alleviation of poverty in the developing world. However, research and development of these technologies are generally apportioned relatively modest support by the developed world’s institutions, in part because the operation of many of these appropriate technologies is dependent on relatively well-under-stood science accessible even to introductory college physics students. This paper describes a project-based assignment used to capitalize on this opportunity to motivate students to learn physics by offering them a chance to make concrete contributions to the optimization of appropriate technologies for sustainable development.

The Use of History of Science as a Cultural Tool to Promote Students’ Empathy with the Culture of Science*

by Halil Eksi

Burcu G. GÜNEY Hayati ŞEKER
Educational Sciences: Theory & Practice - 12(1) • Winter • 533-539

It is difficult for students to understand historical settings, connect to today’s world, interpret and appreciatemore It is difficult for students to understand historical settings, connect to today’s world, interpret and appreciate
scientists’ efforts within current perspectives. Empathizing with historical characters and events can mediate
understanding nature of physics for students. The purpose of this study was to investigate the effect of history
of science on students’ empathy with the historical characters and the events. With regards of socio-cultural
theory, empathy was defined as a cultural tool, which mediates between students and the science society. The
study was conducted in a private high school with participation of twenty-one 9th grade students in physics class
for the unit of The Nature of Physics. A qualitative case-study method was employed. Data resources were video
and audio recordings, field notes, students’ tasks, interviews, and surveys. After transcribing and categorizing,
the data were analyzed and patterns were organized. The findings supported eight aspects of empathy: Making
Personal Connections, Imagination, Identification, Humanization, Understanding the Events, Understanding Different
Perspectives, Understanding the Tentativeness of the Conclusions and Taking Perspectives. The results
supported that students could interact with the culture of science with the use of the aspects of historical
empathy. The use of the aspects of empathy attracted students’ interest in physics lesson. The results are also
promising for students’ understanding nature of science.

Scientific Inquiry Based Professional Development Models in Teacher Education

by Halil Eksi

Mehmet Ali ÇORLU M. Sencer ÇORLU
Educational Sciences: Theory & Practice - 12(1) • Winter • 514-521

Scientific inquiry helps students develop critical thinking abilities and enables students to think and constructmore Scientific inquiry helps students develop critical thinking abilities and enables students to think and construct
knowledge like a scientist. The study describes a method course implementation at a major public teachers college
in Turkey. The main goal of the course was to improve research and teaching abilities of prospective physics
teachers (N=48) by developing scientific inquiry skills. The impact of the course was measured in two-folds: (a)
The results obtained from pre- and post-course scientific inquiry self-evaluations of student teachers, which
showed a statistically significant improvement, (b) independently measured scientific inquiry levels, which were
found highly correlated with student grades from practical courses. Qualitative data indicated that the student
teachers were having difficulties in applying mathematical formula into physics applications.

Trajectories of charged particles trapped in Earth's magnetic field

by Kaan Öztürk

Submitted to American Journal of Physics.
Source code of programs can be downloaded from the ArXiv site, or from https://sites.google.com/site/mkaanozturk/programs

I outline the theory of relativistic charged-particle motion in the magnetosphere in a way suitable for undergraduate... more I outline the theory of relativistic charged-particle motion in the magnetosphere in a way suitable for undergraduate courses. I discuss particle and guiding center motion, derive the three adiabatic invariants associated with them, and present particle trajectories in a dipolar field. I provide twelve computational exercises that can be used as classroom assignments or for self-study. Two of the exercises, drift-shell bifurcation and Speiser orbits, are adapted from active magnetospheric research. The Python code provided in the supplement can be used to replicate the trajectories and can be easily extended for different field geometries.

cooperative learning hyder

by Omar-fauzee Mohd Sofian

Australian Journal of Basic and Applied Sciences, 5(10): 980-989, 2011
ISSN 1991-8178
Corresponding Author:... more Australian Journal of Basic and Applied Sciences, 5(10): 980-989, 2011
ISSN 1991-8178
Corresponding Author: Hayder, Education and Psychology Department ,Lecturer / Karbala University-Iraq.
E-mail: hader_sport@yahoo.com
Hp: 006012-3485268
980
Issue of The Social Dilemmas After Wars: A Cooperative learning Intervention
Through physical education and It's Effect on Social Skills Development Among Middle
School Students' In Baghdad, Iraq.
1Hayder S. Mohseen 2Ass. Prof. Dr. M.S. Omar Fauzee 3Ass. Prof. Dr. Soh Kim 4Dr. Roselan Bin
Baki Geok
1Education and Psychology Department ,Lecturer / Karbala University-Iraq.
2Deputy Director of Sports Academy & Sports Psychology Lecturer/ - Universiti Putra Malaysia.
3Faculty of Educational Studies/ Sport Studies Department - Universiti Putra Malaysia.
4Faculty of Educational Studies/ Head of Language & Humanities Education Department- Universiti
Putra Malaysia.
Abstract: The current essay aims to use a format of Cooperative Learning Strategy (CLS), which
involves group work where the groups are set structured tasks with identifiable outcomes using a
Student Team Achievement Division (STAD) approach (Dyson and Grineski, 2001; Slavin, 1978;
1990) as a basis for the intervention for promoting amicable social skills amongst Iraqi middle school
students. In this study, an intervention programme was devised as part of a new learning style to
encourage the emergence of physical and social skills in which students (mean age = 12.8 years, N
=60) were invited to participate as part of physical education classes. The measures were completed as
pre-tests at the beginning of the intervention for both the treated and control groups and as post-tests at
the end of week six (post-test one) and week twelve (post-test two). Mixed-repeated MANOVA
measures were used to ascertain whether there were significant differences among the pre-test, the
post-test one and post-test two scores and within the two groups. The results showed considerable
success in the cooperative learning classes to improve the social skills among the middle school
students. This study has determined that CLS holds much promise for physical education and sports
activities. Nonetheless, it would be a great challenge if CLS were to be adopted throughout Iraqi
schools, especially in the areas of physical education and sport activities.
Key words: Cooperative learning Strategy; Small groups; Social Skills; Iraqi displaced students;
Physical Education

Undergraduate Thesis "A relativistic/quantum model of atomic structures from particles to the atom"

by Charles Laster

To submit with my college transfer application for next fall. Hopefully it will help me get into a decent physics program someplace.

This thesis covers pair production, particles, quark confinement, the nucleus and a relativistic lattice model for the... more This thesis covers pair production, particles, quark confinement, the nucleus and a relativistic lattice model for the atom. Much of my previous work is included and updated, with considerable new material.

Enhancing Introductory Student Motivation: In Class and Online

by W. Brian Lane

Final report for Scholarship of Teaching & Learning Fellowship at Jacksonville U.

Related presentation at http://ju.academia.edu/WBrianLane/Talks/61002/Intersection_of_Scholarship_Teaching_and_Technology_Fostering_Engaged_Learning

In the hard sciences, important motivational factors such as relevance and confidence are often not an explicit part... more In the hard sciences, important motivational factors such as relevance and confidence are often not an explicit part of the design of higher education introductory courses. We describe the implementation of an instructional strategy that used a course blog to create a community of learners made of upper-level physics seminar students and non-major introductory physics students. We examine the impact of this strategy on the introductory students’ senses of relevance and confidence.

Um a experiência de aprendizado colaborativo no curso

by Acacio de Barros

Computer-based advanced placement physics for gifted students

by Acacio de Barros

Characterizing learning interactions: A study of university students solving science problems in groups

by Anna Danielsson

Co-authored with Maria Berge.
Submitted for peer review

This article concerns how students worked with problem-solving, within a group session where four university physics... more This article concerns how students worked with problem-solving, within a group session where four university physics students solved mechanics problems together. The purpose is to explore towards what the students’ attention is directed, both in terms of addressing the problem and in terms of establishing ways of interacting. Inspired of positioning theory we have adapted the constructs positionings and storylines in order to describe and analyse the students' conversation. In doing so, the analysis focuses on how the students position both the physics problems and each other. The results are presented in terms of five different storylines. Not surprisingly, the dominating storyline deals with how the students handled the actual problem solving and two additional storylines characterise alternative ways of handling the physics problems. The remaining two storylines concern how the students positioned themselves and others as funny or as knowledgeable physics students. These storylines are understood to constitute different aspects of the physics student community. Finally, the storylines are discussed in relation to the pedagogical situation and recommendations for both teaching practice and future research are given.

Introduction to Physical Education. In Gamercize School Handbook – Your Guide to Implementing Active Gaming Technology

by Stephen Yang

Coshott, R, Medina, E., Yang, S., Shasek, J., Duncan, M. (2011). Introduction to Physical Education. In Gamercize School Handbook – Your Guide to Implementing Active Gaming Technology. 1st Edition. (Non peer-reviewed). Retrieved from: http://issuu.com/gamercize/docs/gamercize_school_handbook

TALKING PHYSICS IN INQUIRY BASED VIRTUAL LABORATORY ACTIVITIES. Lefkos Ioannis, Psillos Dimitris, Hatzikraniotis Euripides

by Ioannis Lefkos

CBLIS conference, Warsaw, Poland, 2010

This study refers to secondary students working in a simulated virtual open laboratory environment using “Thermolab”,... more This study refers to secondary students working in a simulated virtual open laboratory environment using “Thermolab”, following an innovative course on thermal phenomena, being engaged in a variety of activities, ranging from “structure lab” with a teacher-defined setup, to “student directed inquiry” with investigation characteristics. Students were working in pairs and data were collected by video and audio recording. The research question under investigation is: “how is the density of verbalization of students’ knowledge affected by the type of activity they are engaged in an open virtual laboratory?” Analysis of students’ actions and conversations, concerning five different laboratory sessions, is based on a method called CBAV (Category Based Analysis of Videotapes) according to which, the density of students’ knowledge verbalization is related to specific lab-work contexts and can be used as a measure of the linking between theory and practice during lab-work. Our findings reveal that while experimenting in a virtual laboratory environment, our students create links between theory and practice, but these are more likely to occur while working in investigative type activities, rather than working with a teacher-defined setup.

Rapidity: The Physical Meaning of the Hyperbolic Angle In Special Relativity

by Giorgio Goldoni

Enhancing Introductory Student Motivation with a Major-Managed Course Blog: A Pilot Study

by W. Brian Lane

Coauthors: Ashley A. August, Kenneth C. Bretey, Bryant T. Cory, Elliott R. Finkley III, Robbie D. Jones, Dennis W. Marshall, Phillip C. Rowley
Department of Physics, Jacksonville University

Submitted to the American Journal of Physics

Update (8/18/11) - This fall semester, I'll be implementing major-managed course blogs across five introductory courses, each with a different audience! It'll be exciting to see what the blog authors learn from the experience.

Enhancing motivation and learning attitudes in an introductory physics course is an important but difficult task that... more Enhancing motivation and learning attitudes in an introductory physics course is an important but difficult task that can be achieved through class blogging. We incorporated into an introductory course a blog operated by upper-level physics students. Using the Colorado Learning Attitudes about Science Survey (CLASS), periodic in-class surveys, analysis of student blog comments, and post-instructional interviews, we evaluate how the blog combined with class instruction provided the students with a better sense of relevance and confidence and outline recommendations for future use of this strategy.

Spatial thinking in physics: Longitudinal impacts of 3-D spatial training

by David Miller

Co-authored with Diane Halpern. Published in the Proceedings of the 33rd Annual Conference of the Cognitive Science Society.

[NOTE: This paper has been turned into a full-length journal article in Learning and Individual Differences. See... more [NOTE: This paper has been turned into a full-length journal article in Learning and Individual Differences. See above] In previous research, we found that twelve hours of 3-D spatial training, compared to a randomized control condition, improved the spatial skills and physics exam scores of gifted science, technology, engineering, and mathematics (STEM) undergraduates (n = 55) directly after training. This paper reports on longitudinal findings of this training study. After eight months, training differences did not exist for spatial skills, physics grades, or physics self-efficacy. Large gender differences, favoring males, existed for some spatial skills, physics self-efficacy, and physics grades. Correlational analyses found that mental rotation performance, not spatial working memory, predicted physics self-efficacy and some physics learning outcomes. These results suggest that sustained exposure to spatially enriching activities over several semesters or years may be necessary to address concerning gender gaps in spatial skills among those most likely to pursue advanced educational and occupational positions in physics.

The Gendered Doing Physics: a Conceptual Framework and Its Application for Exploring Undergraduate Physics Students' Identity Formation In Relation to …

by Anna Danielsson

Metacognition In the Student Laboratory: Is Increased Metacognition Necessarily Better

by Anna Danielsson

Co-authored with Rebecca Kung and Cedric Linder.
Paper presented at 11th European Conference for Research on Learning and Instruction, Nicosia, Cyprus, August, 2005.

In this study metacognition during the student laboratory is explored, with an aim towards quantifying the amount of... more In this study metacognition during the student laboratory is explored, with an aim towards quantifying the amount of metacognition used by the students and evaluating how the laboratory setup encourages the use of metacognition. Eight different groups of university students were analysed using videotapes of their behaviour during three types of introductory physics laboratories. Videotaped data was transcribed and then coded with respect to the general behaviour of the group, and any verbal comments judged metacognitive were marked. There does not appear to be much difference in the amount of metacognition between the different laboratory designs. However, there is a difference in whether the metacognitive statement causes students to change behaviour. For example, a group might move from taking data to discussing how to understand a certain result after a student comments that the data is confusing. This study indicates that it is important to consider the outcome of metacognition, not just the amount, and that the laboratory design can encourage students to change their behaviour as a result of their metacognition.