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Mathematical reasoning flexibility across physics contexts is a desirable learning outcome of introductory physics, where the “math world” and “physical world” meet. Physics Quantitative Literacy (PQL) is a set of interconnected skills and habits of mind that support quantitative reasoning about the physical world. We present the Physics Inventory of Quantitative Literacy (PIQL), which is a validated instrument that assesses students’ proportional reasoning, co-variational reasoning, and reasoning with signed quantities as they are used in physics. Unlike concept inventories, which assess conceptual mastery of specific physics ideas, the PIQL is a reasoning inventory that can provide snapshots of student ideas that are continuously developing. We are exploring analysis methods of student responses on the PIQL that will allow for assessment of hierarchical reasoning patterns, and thereby potentially map the emergence of mathematical reasoning flexibility throughout the introductory sequence, and beyond. (NSF DUE-1832836, DUE-1832880, and DUE-1833050)

AAPT SM 20

Assessing mathematical reasoning:The Physics Inventory of Quantitative Literacy (PIQL)

mathematical

assessment

reasoning

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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 previous talk introduced and elaborated on the theoretical framework of shared resources in the context of students solving problems about spherical unit vectors in upper-division E&M. In this companion talk, we discuss additional examples that we have identified from three small group think-out-loud interviews on the same topic, and go into greater detail about how these resources speak to their ability to navigate through some of the difficulties of this extremely challenging concept. We conclude with some implications for possible instructional strategies.

Shared Resources in Student Understanding of Spherical Unit Vectors: One Example

Introductory physics labs at the University of Illinois Urbana-Champaign make use of Undergraduate Learning Assistants (LAs) to assist with the implementation of reformed lab activities. As the reformed lab program has been scaled up to include a greater selection of introductory courses, the high initial demand for LAs in calculus-based lab sections has led to expert LAs (ELAs) from the algebra-based introductory physics courses being recruited to teach in lab sections beyond their course experience. In this presentation, the attitudes and traits of the ELAs that choose to make the jump to the calculus-based introductory physics labs will be discussed, along with the provisions made within the lab course to aid with the transition.

They're smarter than us: Algebra-based learning assistants in calculus-based labs

Institutions record multi-faceted data about student identity, engagement and performance, from family income and zip code to “check-ins” at the campus gym to course enrollment and performance. This data could help us identify systemic barriers to students’ engagement and degree completion and describe the enrollment strategies of successful students. However, because the data is often de-identified, it does not tell the complete story of a student’s journey through their degree program. In this talk, I will describe the questions and methods our team has explored, as well as the challenges that have arisen in interpreting the data and results.

“Big Data” Analysis of Postsecondary Student Engagement and Performance: Insights and Perils

There is a rich literature investigating the impact of physics pedagogy on student learning. Significantly less, however, is understood about the fundamental neural mechanisms that accompany learning across physics classroom environments. In this study we provide the first neurobiological evidence demonstrating physics instructional approach yields large-scale reorganization in student’s brain networks. We used functional magnetic resonance imaging (fMRI) to measure physics-related brain activity in University students and probed for differences resulting from a semester of Lecture or Modeling physics classroom instruction. Students underwent pre- and identical post-instruction fMRI sessions where we assessed their brain activity during physics reasoning and identified regions more engaged post- relative to pre-instruction. We describe key project findings, including consistent brain activity associated with physics-related cognition, evidence that different knowledge organizations are paralleled by differential engagement of physics-related brain networks, and the characterization of neurobiological changes associated with classroom learning across contrasting pedagogies.

Toward a Neurobiological Basis for Understanding Learning in Physics Courses

Racial and ethnic minority students rarely see themselves and their cultural backgrounds reflected in undergraduate STEM courses. In response, education research scholars have presented a broad vision for inclusive teaching in the form of culturally relevant pedagogy. However, implementing culturally relevant pedagogy in the classroom requires significant, intentional work from curriculum designers and instructors, and there is no single blueprint for designing for cultural relevance. In this talk, I will describe the collaborative development process for a new upper-division Observational Astrophysics course in the Physics Department at Texas State and the work we have done to make the course more culturally relevant to our student body. I will highlight what we have learned from students during the development and first implementation of the course.

Designing for Cultural Relevance in Observational Astrophysics at Texas State

To examine the potential changes in attitudes and approaches to problem solving over a semester, we administered a previously validated Attitudes and Approaches to Problem Solving (AAPS) survey both at the beginning (pre) and at the end of instruction (post) in eight large enrollment calculus-based introductory physics classes at a large research university in the United States. We found that all classes exhibited a decline in score on the AAPS but that classes which involved significant use of evidence-based active engagement methods exhibited statistically significantly better scores on the AAPS survey at the end of the course. Equally importantly, unlike broader epistemological surveys, female students were found to exhibit less of a decline in AAPS scores than did their male counterparts in all classes and the AAPS scores were always higher for female students at the end of the course.

Attitudes and Approaches to Problem Solving: Gender and Instructional Method

One week is not enough time to design an entire course, especially a course with unfamiliar subject matter. Yet many educators find themselves in similar or more daunting situations. This talk will describe two iterations of an introductory biomechanics course designed for undergraduates in the field of occupational therapy (OT). More importantly, it will also highlight the ways that the physics education research community aided the course design, both in pedagogical stance and in terms of specific activities and materials. The course itself leads students with no physics background and little math skills through basic mechanics and allows them to productively use and analyze biomechanical models of various "activities of daily living" (ADL's). Largely project based, the course draws from materials posted on the Living Physics Portal in addition to exposing students to published research in OT and asking them to blend their OT perspectives into the course content.

Creating a Biomechanics Course for Future Occupational Therapists - Twice!

Some physics questions prove difficult for students even after research-based instruction and demonstration of relevant conceptual knowledge. Recent studies have indicated that reflexive, bottom-up reasoning processes seemingly unrelated to conceptual understanding may be responsible for these difficulties. These studies also suggest that attending to these bottom-up processes during instruction may improve performance to a greater degree than attending solely to top-down, analytical reasoning. It is important to leverage these findings to produce meaningful improvements to instruction. Towards that end, we have investigated the impact of a training targeted at reflexive, bottom-up reasoning processes on questions related to balanced forces and compared results to a more standard, top-down approach to the same topic. This talk will relate the findings and suggest implications for future work.

Investigating the impact of a bottom-up training on Newton’s 2nd Law

The STEM Guitar Project has provided professional development institutes for K-16 faculty for the past 11 years. Over 450 teachers have been trained, which has resulted in over 20,000 students impacted by the project. The STEM Guitar Project instructs participants on how to build an electric guitar, acoustic guitar, or design and cut out a custom guitar body with a CNC, as well as provides training for how to teach integrated STEM concepts using the guitar. A summary of the lessons learned from over a decade of faculty workshops will be presented. Evaluation methods, research results, and next steps will be discussed.

Eleven Years of Faculty Professional Development in STEM: Lessons Learned

The absence of direct discussions about the intersections of science and society in classrooms reinforces the idea that physics is purely objective and removed from societal impact or influence. This messaging can justify students’ disengagement from social responsibility, leave them unprepared to use ethical reasoning in their careers, and isolate students who feel commitment to their communities. At Texas State University, we developed two units to scaffold student discussions around ethics in physics classrooms: a unit about The Manhattan Project (in Modern Physics) and a unit about the Thirty Meter Telescope (in Observational Astrophysics). This talk will discuss the motivation and development of the units, then share some emerging themes from the Manhattan Project implementation. Using video-recordings of classroom interactions, I will highlight group dynamics that limit and enhance students’ engagement, consider why these dynamics may have emerged, and discuss their implications for facilitating complex ethical reasoning among students.

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Shared Resources in Student Understanding of Spherical Unit Vectors: One Example

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