United States

One of the goals of physics instruction is to help students develop reasoning skills in the context of physics. As conceptual understanding is required to reason productively, it is challenging to design an assessment tool that solely focuses on student reasoning. To address this challenge, we have been developing sequences of screening-target questions: screening questions probe conceptual understanding, while target questions require students to apply this understanding in situations that present reasoning challenges. The level of consistency between responses to screening and target questions is used to make inferences about students’ reasoning skills. We will discuss pre- and post-test performance on these sequences of screening-target questions from algebra and calculus-based physics courses and the inferences that can be drawn about students’ development of reasoning skills in the context of physics. Preliminary results indicate the instrument can measure changes in student reasoning skills and detect differences in students with different backgrounds.

AAPT SM 20

Development of an instrument designed to measure student reasoning

two-tier assessment

dual process theories

student reasoning

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AAPT SM 21

technical paper

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. The program featured plenary speakers, sessions, workshops and many special activities.

For more information please visit the 2020 AAPT Virtual Summer Meeting page at: https://www.aapt.org/Conferences/SM2020/index.cfm.


The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. 

Student assistants (SA), including graduate and undergraduate teaching/learning assistants, are pivotal to non-traditional physics instruction in large classrooms. Despite the importance and necessity of SAs, little is known about SAs' pedagogical content knowledge (PCK) and its impact on students’ learning. We are particularly interested in SA’s PCK of questioning (PCK-Q) skills as that may be key to effective SA-student interaction. Our goal is to design and validate a written instrument to measure PCK-Q. Based on video analysis of SA-student interactions in an inquiry-based, introductory physics class, we are developing and validating open-ended questions for this instrument. The questions are tested on SAs, and their answers, in conjunction with analysis of their PCK-Q from video data, are used for question revision and instrument redesign. Once developed, we will use the instrument to study the impact of SAs’ PCK-Q on college students’ conceptual understanding of physics and critical thinking skills.

Development of an Instrument to Measure Student Assistants’ PCK-Q

Physics can be considered a 21st century liberal arts degree where students learn valuable technical and transferable skills they can apply to a range of careers. As part of the APS PIPELINE Network, we examined fields and sectors physics majors were interested in pursuing, their dream job, and what influenced their career goals. Responses from 178 physics majors at 12 institutions were analyzed using descriptive quantitative approaches for multiple-select questions and emergent thematic qualitative approaches for open-ended questions. Initial findings highlight a diverse range of careers students hoped to pursue, yet these tended to center around research even when students were open to both industry and academic sectors. Furthermore, many students indicated desires for careers that would help the world and provide a supportive working environment. Understanding physics majors’ desired careers and perceptions of what is possible has implications for how we prepare them for their next steps after graduating.

Dream Jobs and Desired Career Paths of Physics Majors

Blowing up watermelons and pumpkins with rubber bands is a popular K-12 demonstration of the conversion of spring potential energy into kinetic energy. Although there are informal investigations into this demo, no systematic studies in peer-reviewed journals exist. We examine a large data set (>800 busted pumpkins) collected by Jon Orr, a Canadian math teacher who authored a Desmos activity on learning scatter plots using this fun demo. We also conduct our own independent experiments, to verify some surprising relationships in this exciting demo. We share our findings and lesson plans that can be used either in the classroom or in K-12 outreach events.

Smashing Pumpkins

In this study, we investigated the impact of practicing with questioning strategies in a mixed-reality classroom simulator on GTA use of questioning both in the simulator and in their actual classroom. During the simulator training, GTAs were in a physical classroom interacting with five avatar-students on a computer monitor. Throughout the fall 2019 semester, GTAs participated in four practice sessions, which were video-recorded. GTAs were tasked with practicing specific teaching skills, and one of the sessions focused on questioning strategies. In each session, GTAs were given two 7-minute opportunities; feedback and reflection time were provided after each 7-minute practice. In addition, GTAs were observed three to four times throughout the semester in their actual classroom. Here, we report frequencies and discuss examples of questioning strategies implemented by GTAs in the simulator and in their classroom. The results suggest that the simulator training supports GTAs’ implementation of questioning strategies.

Impact of Practice in a Mixed-reality Classroom Simulator on GTAs’ Questioning Strategies

The current environment in the STEM workforce is one of unprecedented challenges and opportunities, demanding innovation and leadership skills. Current students must be forward-thinking to solve grand challenges and take advantage of diverse opportunities. To thrive in this workforce, students need a robust STEM curriculum that focuses on traditional and modern perspectives to address science and engineering applications. The goal of this project is a complete modernization of the advanced laboratory curriculum for our physics and engineering-physics students. The project has outcomes that include: 1. Outlining a curriculum plan for the modernization of our applied physics/engineering laboratory with the inclusion of modern equipment, applications, and new experimental Learning Lab modules 2. Establishing a student learning community that will inform instructional revisions by incorporating student input through the use of the Learning Assistant Program. 3. Providing outreach opportunities for increasing STEM interest by utilizing the student-developed modules at local high schools.

Connecting Physics and Engineering through a Modernization of the Advanced Physics Laboratory Curriculum (CPE-MALC)

Undergraduate science instructors typically have a diverse array of responsibilities, often complicated by mixed messaging surrounding the value and importance of teaching. If we hope to take Three-Dimensional Learning (3DL) to scale at the college level across institutions, disciplines, and content levels, it is critical that we develop and curate ways to reduce the perceived cost associated with such a transformation for these instructors. Based on analyses of large samples of assessments and instructional observations from introductory level chemistry, biology, and physics courses, we identify the Scientific Practice (SP) dimension as the key lever to initiating successful 3DL implementation. This message can be further streamlined with a conventional backward mapping lens to potential adopters: start by modifying existing assessment items to engage students in one of the SPs. Instructional adjustments will necessarily follow to support students’ success in the class.

3DL4US Project: Implementation Hinges on Scientific Practices

The PhysTEC program at Virginia Tech utilizes an effective collaboration, and division of labor, between the Physics Department and the School of Education. In the Physics Department students receive their content knowledge, acquiring a BS or BA in Physics. And they have early teaching experiences which provide moral sustenance to the students who have decided to pursue teaching, but also help some students to realize they wish to pursue teaching. These experiences include partaking in Physics Outreach, the Physics Teaching and Learning course, and the Physics Learning Assistant Program. With their BS/BA, our majors can then obtain a Masters of Education (MAEd) degree, in the School of Education. While they pursue their MAEd, the Physics Department financially supports these students as teaching assistants in Physics. This last aspect of our program is particularly important to our recruitment and production of physics teachers.

PhysTEC at Virginia Tech, Leadership in Action

We report on the use of data in guiding student’s self-assessment of mastery of the learning objectives. Online homework and assessment are commonly used in introductory physics courses. In a gradebook with multiple assignments it can be difficult for a student to realize where they stand with respect to specific learning objectives. We developed individual student-dashboards for the online and face-to-face physics students with a view to revealing the particular concepts they are yet to master and where the payoff from increased effort is maximized. Pearson and UF partnered over the last 6 months to enable students to view their performance relative to the class average at the learning objective level. We also implemented similar dashboards for groups in the group problem solving sessions with Learning Assistants. We report on how the Learning Assistants used the analytics to structure their study sessions.

Guiding Student Learning With Data

Peer-led recitation sections were implemented in introductory algebra-based physics courses to improve student success. Recitation attendance is required depending on student’s score on a diagnostic exam taken during the first two weeks of class. Recitations are led by two undergraduate Peer Facilitators, limited to about 25 students per section, and focus on problem-solving in small groups. An analysis of 2,738 students in first semester introductory algebra-based physics courses shows a positive correlation between recitation attendance and final exam score for the targeted students. Recitation structure and analysis results will be presented.

Impact of Peer-Led Recitations in Introductory Physics

Much effort has been expended to uncover forgotten contributions by women in physics and publicize examples of female physicists to students, largely to help female students see themselves in physics. However, the physicists who formulated the ideas taught in college courses were almost all men, and women’s absence from these most important roles will be noted by students. If we don’t acknowledge and address their absence, then female students won’t feel fully supported in their decision to become physicists, since they’ll see women only in less influential roles. We need to discuss the social context in which these most influential physicists worked. Since the necessary combination of educational opportunities, family support, social acceptance, financial means, and employment opportunities were available to a much smaller fraction of women than men, it’s no surprise that a small fraction of discoveries were made by women. This talk will present a brief sampling of history, looking at the opportunities of three important male physicists--James Clerk Maxwell, Robert Millikan, and Albert Einstein--and comparing them to their female peers. Just a few minutes of class time are needed to discuss this disparity, and also open the door to discussions of current social conditions.

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