United States

We reformed our introductory physics courses using ISLE in an effort to teach students to think like scientists. In this approach, students develop physics knowledge by observing phenomena, creating explanations, and testing ideas. Students then apply knowledge to solve problems. Open-ended problems are scored using a rubric with five rows: Sketch, Representation, Problem Solving Procedure, Explanation, and Evaluation. Evaluation requires making sense of physics concepts and one’s own work to determine if an answer or idea is correct. In this presentation we analyze student open-ended submissions to see ways in which they evaluate their work and which methods are most effective, with hopes of better teaching this skill.

AAPT SM 22

How Students Evaluate their Work in an ISLE-based Physic Course

AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques. Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. This meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.



technical paper

All introductory physics courses and components at Rutgers, Newark are taught using an ISLE-approach. 450 students enroll in these courses, taught by 10 instructors with help from 10 Learning Assistants. ISLE is a constructivist approach, where students build physics knowledge by engaging in practices of science. Each lesson has a clear plan and goals, yet we aim to teach such that the course is driven by students’ ideas. Centering students’ ideas while already having a plan is a challenging skill. In the presentation, I observe an expert ISLE instructor to learn exactly what strategies they use such that the planned lesson flows from students’ thinking. These strategies are useful to anyone teaching a research-based planned curriculum to avoid the trap of answering one’s own questions.

Teaching A Planned Constructivist ISLE Curriculum in A Student-centered Way

The effectiveness of the flipped classroom and hybrid-flipped (partially flipped, partially lecture-based) method of instruction has been studied for lower-level undergraduate physics courses, and it has been shown to increase student understanding of introductory material in physics. However, few studies have been done for upper-level undergraduate courses, and even fewer have been done for virtual courses. We have investigated a fully virtual, hybrid-flipped Modern Physics course and compared student performance to the same hybrid-flipped course with the synchronous portion offered in-person. We will present preliminary results of this study.

Investigating Student Performance in a Hybrid-Flipped Modern Physics Course

From the beginning, PhET simulations and resources have worked to embody the results of education research in their design and to prioritize flexibility and teacher agency in how they are used in teaching and learning. That is, baking in the science, while respecting and enabling the art, of teaching. In this talk, I will highlight rich examples of these approaches, and introduce several initiatives at PhET where we are building on these traditions. Our PhET-iO initiative allows customization of sims and provides access to back-end data. Our PhET Global initiative is focusing on teacher leadership and community in Latin America and Africa. And, our newest work will give teachers and learners access to adjustable sources of error and uncertainty in sims.

The Art and Science of Teaching with PhET Simulations

In the Fall of 2019 with support from a HHMI Inclusive Excellence grant, the Physics Department at Davidson College changed how our introductory physics courses were taught. The traditional format of 3 one-hour lectures and 1 three-hour laboratory per week was converted into a studio format of 3 two-hour class meeting per week in an integrated laboratory-classroom setting. Unlike the standard studio format, our courses use an “experiment-first” approach to each class meeting. In this talk we will discuss the how this approach has worked, focusing on inclusivity, how the approach worked during pandemic-affected semesters, and how these changes are being adopted throughout our entire physics curriculum.

An Experiment-First and Inclusive Approach to Teaching Introductory Physics

Issues related to why women are underrepresented in physics have been investigated from various angles. Motivational factors, such as physics self-efficacy have also been shown to influence students’ persistence and retention in physics. In this presentation, I will summarize our quantitative and qualitative findings showing that inclusiveness of learning environment plays an important role in promoting equitable academic and motivational outcomes. Our findings highlight the role of instructors in creating an inclusive and equitable learning environment. An ecological-belonging intervention will also be discussed to illustrate the viability of an ecological approach to fostering equity and unlocking student potential.

The Importance of Inclusiveness of Learning Environment in Promoting Equity

This talk will include an overview of the AIP TEAMUP research project, "The Time is Now", which provides systemic changes to increase African Americans with Bachelor's Degrees in Physics and Astronomy. As the report enters its third year of publication, it has influenced academia and national policy and continues to serve as a guide for faculty, administrators, and others who want to make impactful changes. Highlights from the report's recommendations offer best practices that can be implemented on campuses, with student organizations, within departments, and in the classrooms to address equity issues in physics.

TEAMUP: The Time is Still Now...Two years later

In 2017, students from Portland Community College performed the Modern Eddington Experiment during the total eclipse crossing the nation, and became the first students in history to measure the curvature of space by determining the Einstein Coefficient. Now in 2024, with even better equipment, teams are being recruited for performance of the experiment at a wonderful spot in central Mexico in April 2024. With four teams committed already, you to can involve your students in this extraordinary international research experience. We plan to perform the experiment more accurately than ever done before! This talk will show you how to do this. The long range plan is to make the Modern Eddington Experiment a routine experiment in general relativity for the Advanced Lab courses at many schools during the future eclipses in 2026 and 2028 and beyond.

Modern Eddington Experiment

The Big Astronomy Project created a planetarium show and extended engagement activities with the intention to promote learning both in and beyond the dome. The project was designed with a specific set of learning goals to be addressed across the different project elements: 1) the importance of Teamwork in astronomy 2) how Chile is important to astronomy 3) the Multi-wavelength aspect of astronomy 4) the importance of Indigenous Knowledge. Data was collected from interviews and surveys taken from both virtual 360-degree YouTube streams and in-person planetarium shows. The show was successful in conveying the learning goals based on how audiences responded to questions about what they learned from the show and live events. We also explore if there are any differences between in-person and online audiences.

Does a Planetarium Show Achieve its Learning Goals for Audiences?

When assigned textbook reading in introductory physics, few students read before coming to class. This work examines the use of Perusall at a public urban university. Perusall is a collaborative reading of the textbook where students write comments, ask questions, and reply to their classmates. Students are graded on their engagement with the text rather than their comprehension as is done with traditional reading questions. The comments can then be used in a JiTT way and brought to class to focus the classroom discussion and learning. This study covers six sections of calculus-based introductory physics led by four faculty members. Student survey data shows that the students are more likely to read with Perusall compared to traditional reading with questions. Further, MPEX results show an increase in students’ attitudes towards reading and the textbook. Finally, we will also report on conceptual learning as measured by the FCI and CSEM.

Utilizing Perusall Collaborative Reading to Facilitate Learning in Introductory Physics

Computer-based graphing and analysis of lab experiments at the high school/introductory level can be challenging. Spreadsheet programs are not designed for scientific graphing, while software from equipment vendors can be costly. In either case, valuable classroom time may be spent learning how to use the tool. nPlot is a free, web-based graphing and analysis program that runs on any platform. It offers a simple user interface that students learn quickly. Features include robust auto-scaling, easy selection among standard fitting models, a curve tangent finder, and error bar plotting. Up to three data sets can be displayed at once to compare different iterations of the same experiment. The graphs produced are professional quality, and can include Greek letters and sub- and super-scripts. The finished plots can be saved on the student’s device, or downloaded as an image for inclusion in a lab report.

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Next from AAPT SM 22

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Diversity in Physics in TYCs: People, Places, and Pedagogy

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