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AAPT SM 20

A graduate teaching assistant’s approach to facilitating a supportive peer network

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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.

PERC SM 20

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?

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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 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. 

Developing an Interactive Tutorial on a Quantum Eraser

Self-efficacy is an important predictor of intention to continue in physics and is influenced by students’ experiences in the classroom. In this study, students in AP Physics 1 were interviewed at the end of the course to identify the kinds of classroom experiences that impacted their beliefs about their ability to do physics. Labs were mentioned by nearly all students as an important factor, though whether students saw labs as having a positive or negative impact on their self-efficacy depended on certain characteristics of the lab. Many students, especially boys, also discussed peer interaction while working problems as an experience that improved their self-efficacy. Many students also discussed assessment feedback as evidence their teacher believed they are good at physics, though boys focused on assessments where they scored well while girls discussed assessments where they scored poorly.

Gender, Self-Efficacy, & Classroom Experiences in AP Physics 1

Interactive video-enhanced tutorials (IVETs) involve web-based activities which lead students through a solution using expert-like problem-solving approaches, such as those needed for solving problems involving conservation of energy or linear momentum. Under NSF funding we have been developing and evaluating multiple IVETs for use with college students in introductory physics. This presentation will showcase our research methods and the impact of various IVETs on student problem-solving abilities.

Interactive Video-Enhanced Tutorials Impact on Student Problem-Solving Abilities

Experimental Science Affect and Measurement Uncertainty

Social positioning and consensus building in two contentious “board” meetings

Representing Torque with Oriented Parallelograms

How Force And Energy Notation Affects The Way Students Say It

We present the design and initial implementation of two data-driven Astronomy courses at the University of Oklahoma. Both courses focus on data analytics skills acquisition using the Python coding language and Jupyter notebooks, and are aimed at providing students with experiences and skills for a wide range of careers. Astronomy 3190 is a elective course for sophomores. The emphasis is on repeated exposure to the data life cycle: data wrangling, visualization, statistical thinking, modeling, computational thinking, and communication skills. Astronomy 5900 is a graduate course taken by upper-division undergraduates and graduate students. The course provides an ambitious romp through statistical inference, Markov Chain Monte Carlo, cluster analysis, regression, principal components analysis, classification, and time series. Both courses use freely available astronomical data from various sources including the Sloan Digital Sky Survey. A discussion of the learning goals and examples of specific activities will be included.

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A graduate teaching assistant’s approach to facilitating a supportive peer network

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