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Students perceptions of their confidence in their ability to complete a task, known as self-efficacy, affects student effort and persistence. Self-efficacy increases with improvements in learning methods and is a good predictor for success. Classroom dynamics also impact students self-efficacy by allowing for different sources of self-efficacy. Previous research indicates that self-efficacy is context-specific and that male and female students benefit from different sources of self-efficacy. In this study, we analyzed interviews from 12 students enrolled in a flipped integral calculus course to understand their perceptions of self-efficacy and how these perceptions impact their learning experiences. Findings reveal that experiences in previous math courses, particularly high school, impacted students perceptions of their self-efficacy in math both positively and negatively, active learning increased students confidence in their ability to do math from their perspective, and verbal persuasion (implicit encouragement) increased students confidence and was seen as a helpful way to learn.

PERC SM 20

Qualitative analysis of students&#39; perceptions of their self-efficacy in a flipped integral calculus course (PERC)

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AAPT SM 21

Qualitative analysis of students' perceptions of their self-efficacy in a flipped integral calculus course (PERC)

technical paper

Join us in exploring emergent themes in PER as a scholarly endeavor and as a research community!  Since its inception, PER has served as a confluence of discipline, theory, research methodology, practice, and application.  How have these facets and the interplays among them been fruitful for physics education globally, regionally, locally, or otherwise?  And, how have our successes and interactions influenced the very nature of PER itself?
Following the lead of AAPT for the summer meeting, PERC 20/20 was virtual. Enjoy browsing the content.

Since its inception, PER has served as a confluence of discipline, theory, research methodology, practice, and application.  How have these facets and the interplays among them been fruitful for physics education globally, regionally, locally, or otherwise?  And, how have our successes and interactions influenced the very nature of PER itself?

Diagrams in physics communicate ideas and can aid in problem solving. Many researchers have explored student use of professional representations in physics, however characterizing spontaneously-generated diagrams from student problem solving has proven difficult. Using data from problem-solving interviews with undergraduate and graduate physics majors, we compare unprompted and prompted student-generated diagrams across six physical contexts. Informed by the distributed cognition and resources frameworks, we explore how extensively students spontaneously externalize physical details during problem solving as well as which diagramming resources students employ in different settings. We found that, overall, students correctly answered questions if they could generate accurate diagrams in a particular physical context, regardless of the extent to which they did so (without prompting) during problem solving. This finding, and our subsequent in-depth qualitative analysis across the six physical contexts, can help instructors create alignment between their learning goals, instruction, and assessment regarding diagrams in physics.

Comparing Unprompted and Prompted Student-generated Diagrams

New curricular outcomes are being developed and adopted towards emphasizing personal explanations from cultural experiences and influences intended to complement prevailing curriculum elements of physics phenomena and concepts. Efforts to educate for social justice, inclusion, and cultural awareness across disciplines is a departure from the siloed history of content only curricular matter. However, educating for global citizenship situates teachers in unchartered territory to include new perspectives and knowledge. This study, conducted with secondary level physics teachers (n=32), explored contributing factors related to their perceived efficacy of teaching in these new directions. Findings indicate that a) years of teaching, b) pedagogical strategies and foci, c) epistemological frames, and d) perceived degree of autonomy in conducting classes without administrative interference contribute to their perceptions. With the call for increased diversity in physics, this talk articulates implications for teaching physics in this modern educational landscape.

Painted yellow lines: Exploring parameters of physics teacher self-efficacy in a new teaching landscape

Formative feedback's usefulness and power have been thoroughly demonstrated, though the way it is administered varies greatly by context. We illustrate how undergraduate Learning Assistants (LAs) interact with a formative feedback mechanism employed in a flipped, introductory physics course at Michigan State University. Feedback is given in this class via weekly, individualized, written evaluations from LAs to their students, with the goal of improving scientific practices. Our interpretivist case study on the feedback mechanism demonstrates how and why LAs carry out feedback in the ways they do. We find that the LAs take on central roles in interpreting and implementing the feedback mechanism. The LAs' unique perspectives on feedback suggest that they should have a seat at the table in deciding how a feedback mechanism like this one should be implemented.

Formative Feedback Mechanism Shaped by Learning Assistants

We evaluate the impact of rehearsing teaching skills in a classroom simulator on GTAs instructional practices in combined tutorial and laboratory sections of an algebra-based introductory physics sequence over three semesters. GTAs participated in different numbers of simulator rehearsal sessions across the three semesters: no simulator training, one session, and four sessions. We conducted 109 classroom observations for 23 GTAs, using a modified version of Laboratory Observation Protocol for Undergraduate STEM (LOPUS). To classify and characterize GTAs instructional practices, we conducted a hierarchical cluster analysis and found three instructional styles: the group-work facilitators, the whole-class facilitators, and the waiters. These instructional styles vary in multiple GTA codes, including amount of wait time and posing questions in small groups and whole class. We discuss the characteristics of the instructional styles, distributions of GTAs use of the styles in each semester, and the correlation between student learning outcomes and GTA instructional styles.

Evaluating the impact of GTA training in a mixed-reality classroom simulator (PERC)

A considerable amount of physics education research has been dedicated to conceptual understanding, misconceptions and problem-solving. However, as recently pointed by Zu, Munsell, and Rebello (2019), there is only a limited amount of research on more basic cognitive processes, such as the use of retrieval practice for improved memory. To address this literature gap, we provided a broad array of learning opportunities to students in an introductory mechanics course, with the intent to support both basic and complex learning processes. The learning strategies were: i) retrieval practice for memory strength of basic physics facts, ii) elaborative encoding for building initial associative links, iii) self-explanation for building abstract declarative rules for problem-solving, and iv) peer instruction for conceptual understanding. We present here an overview of the results of this investigation, some of which have already been accepted for publication, for example that weaker students seem to benefit more from retrieval practice.

Providing learning opportunities based on cognitive psychology and PER: Student adoption, attitudes, and results in introductory mechanics

Sudden closure of campus facilities due to the COVID-19 pandemic during the academic spring term of 2020 required the delivery of a multi-section, calculus-based introductory physics course to be administered in a remote, online manner. The transition for the courses required an adjustment of all formative and summative assessments, delivery of course lectures, communication avenues, office hour availability, and battles with technology. This poster explores the attitudes, perceptions, conceptual understanding, and overall impressions obtained from student responses to an attitudes survey, a force concept inventory, as well as exam and quiz self-reflection wrappers. Student data is comprised of pre- and post-transition results and comments. An examination of the impact on student learning from both a qualitative and quantitative view reveals relevant practices (both effective and ineffective) for dealing with unforeseen disruptions in a multi-section, introductory physics course.

Responses from introductory physics students during the remote learning transition

"Ordinary differential equations (ODEs) occupy an essential role in most physicists work as an important tool for modeling. However, in this preliminary analysis of three semesters worth of pre-instructional surveys in a math methods course, we have found that purely relying on rote solving of de-contextualized ODEs generally is not productive for contextualized physics problems. In addition to showcasing several example of this
phenomena, we describe several elements of ODEs that beginner students struggle to grasp as documented by previous researchers and how emphasizing these elements might be a potential avenue towards more productive strategies regarding ODEs in physics."

Ordinary Differential Equations in Math and Physics: Some Preliminary Observations

Computational thinking (CT) is the third pillar of the scientific method along with theory and experimentation and is a fundamental skill that students should be equipped with. Research on CT has only been active for the last 10 years and the integration of CT aspects in instruction is a widely expanding phenomenon in physics classrooms. While there are some descriptions of expert CT skills in the literature, there is a minimal description of novice CT skills and no accepted framework that describe novice behavior. In this study, we used video data of student group interactions and by using an existing framework of computational modeling processes, we document how novice students engage in tasks that involve CT in an introductory physics lab. We discuss how these results could help instructors and researchers better think about and design instruction that fosters the development of students CT skills.

Development of Computational Thinking Skills in an Introductory Physics Lab

One expected student outcome of physics instruction is a set of quantitative reasoning skills that includes evaluation of problem solutions. As part of a larger project, we developed and administered tasks to physics students that probe their use of these kinds of evaluation strategies. In an interview setting, we asked pairs of students either first-years or juniors, to evaluate expressions for the final velocities of two skaters involved in a one-dimensional elastic collision. The techniques used by both groups show the differences between novice and intermediate versions of certain evaluation strategies. We focus on the role of algebra and mathematical operations in the checking process as well as how the students seem to view equations. For instance, first-years strategies focused on numerical substitution to satisfy conservation of momentum, while juniors checked special cases of mass and/or velocity and used ratios of variables rather than specific numerical values.

A tale of two approaches: Comparison of evaluation strategies in physics problem solving between first- and third-year students.

This investigation is situated within an ongoing project which seeks to understand student thinking in upper-division introductory quantum mechanics courses. Recently, the Quantum Mechanics Concept Assessment (QMCA) was revised to include additional items in spin-basis contexts to reflect the rising prevalence of the "spins-first" instructional paradigm. In this work, we utilize exploratory factor analysis to group items on the QMCA based on common variance. Student responses were collected from several large institutions over the 2018-2019 academic year, with the three largest institutions following a "spins-first" curriculum. In interpreting our factor structure, we focus on the placement of isomorphic questions and the original concept framework of the QMCA, as well as a tentative interpretation of factor groupings. We conclude by discussing how these groupings may be further investigated, as well as implications for subsequent iterations of the QMCA and research on student thinking in these two contexts.

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