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Covariational reasoning--considering how changes in one quantity affect another, related quantity--is a foundation of quantitative modeling in physics, and a learning objective of introductory physics instruction at the college level. Our prior work suggests that covariational reasoning in physics contexts differs from that in purely mathematical contexts, and is effortful even for well-prepared students. We also find that students&#39; covariational reasoning does not improve substantially as a result of introductory physics instruction. To address these issues, we have begun work to identify subskills that underlie productive covariational reasoning in physics contexts. We present our preliminary work on the identification of &quot;essential skills&quot; related to covariational reasoning, and the development of a set of targeted online tasks to improve those skills.

AAPT SM 22

Improving Introductory Physics Students&#39; quantitative Reasoning through Targeted Practice

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.



Covariational reasoning--considering how changes in one quantity affect another, related quantity--is a foundation of quantitative modeling in physics, and a learning objective of introductory physics instruction at the college level. Our prior work suggests that covariational reasoning in physics contexts differs from that in purely mathematical contexts, and is effortful even for well-prepared students. We also find that students' covariational reasoning does not improve substantially as a result of introductory physics instruction. To address these issues, we have begun work to identify subskills that underlie productive covariational reasoning in physics contexts. We present our preliminary work on the identification of "essential skills" related to covariational reasoning, and the development of a set of targeted online tasks to improve those skills.

Improving Introductory Physics Students' quantitative Reasoning through Targeted Practice

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In this presentation, we will discuss the trajectories of undergraduate physics transfer students into a bachelor’s granting university. Students in the study attend a large, public bachelor’s granting university in which a significant fraction of undergraduate physics majors are transfer students. In one-on-one interviews, students discussed their academic and personal experiences before, during, and after their transition from community college(s) to a bachelor’s granting university. During the interviews, we adapted the life grid methodology to track student’s career and skill development over time. In this talk, we will discuss how their career and skill development evolves through their higher education path. We then consider how these paths complicate common narratives about the time students spend in a community college and bachelor’s granting university.

Trajectories of Transfer Students Toward a Bachelor's Granting University

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Using a Mixed Methods Approach to Study Complex Motivational Constructs

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Changing Notation That Represents Force Changes How Students Say It

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Effectiveness of introductory physics laboratory courses in supporting learning goals

We draw on data from interviews with physics instructors and research mentors, interviews with physics students, and surveys of the physics community to model how physics gatekeepers respond to the access and inclusion needs of disabled undergraduate and graduate students. While we continue to develop this model, we will discuss a priori and emergent model features. We compare the differential pathways to access through two common mechanisms: institutional accommodations and inclusive practices. Then, we discuss an emergent mechanism from our data: gatekeepers provide access to “students who need it”. We argue that gatekeepers who provide access to “students who need it” likely have good intentions, such as demonstrating care and treating disability as a facet of diversity. However, we describe several challenges with this mechanism, such as the role of power in which students share their access needs and which students are evaluated by gatekeepers as “needing” alternative access.

Modeling Pathways to Access in Physics Learning and Research Environments

How might we use breaks in physics classes to provide a meaningful experience, heighten cooperation and concentration, and provide more safety for kids on the way to school? We developed a Tactile Reaction Training TRT that can be embedded in physics classes without compromises to lab safety. The training was about ten minutes for each of them and focused on getting a better body feeling to react more appropriately in danger situations. Aspects of Germany‘s core curriculum in Physics, e.g. conservation of Momentum, Force and Motion is connected to the training.

Tactile Reaction Training in Physics Classes

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How Curt Shaped My Entire Career and PER

This presentation will describe the desirable characteristics of HTML5 astronomy simulations targeted at smartphones and show several examples illustrating these characteristics. We will summarize current thinking regarding “best practices” for smartphone simulation usage in the classroom, covering what we have learned from our experiences and detailing a wish list of what we hope to learn in the future. Publicly available simulations will be described as well as possible avenues for building upon the classroom experience with student simulation work outside of the classroom.

Teaching with Astronomy Smartphone Simulations

Bridgewater State University has successfully been using a resubmission process for formative assessment quizzes and summative assessment tests in certain lecture sections of our algebra based physics course. Each section contains 32 students and there are no teaching assistants or recitation sections. Students can earn points back on formative assessment quizzes through the use of a ‘points recovery application’. Students can earn points back on summative assessments tests through a process that involves correcting the original test problem, teaching the material to the instructor or a Peer Learning Assistant, and then taking a new test under original testing conditions to replace the original grade. Through this process, students report increased satisfaction with the course, increased learning, and enhanced well-being.

Resubmission Processes in University Lecture Classrooms

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Improving Introductory Physics Students' quantitative Reasoning through Targeted Practice

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