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&quot;I did not realize [it] was missing from my life.&quot; The Next Generation Physical Science and Everyday Thinking Faculty Online Learning Community (NextGenPET FOLC) was created to support faculty teaching the NextGenPET curriculum. Since 2017, fifty adopters of NextGenPET have met regularly in small groups by videoconference to discuss practical issues, teaching strategies, and student learning. The FOLC provides a sounding board for ideas, space to share experiences and challenges, affective support, and a venue for troubleshooting. The opening quote is one participant’s description of the value of talking with others about their teaching. Beyond immediate impacts on their NextGenPET teaching, faculty participants have described significant professional growth, a sense of community, engaging in educational research, and increasing their leadership roles. This talk will discuss the development and evolution of the FOLC, describe emergent faculty outcomes, and offer lessons for other faculty development efforts.

AAPT SM 22

Emergent outcomes from a faculty online learning community

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.


AAPT SM 20

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. 

"I did not realize [it] was missing from my life." The Next Generation Physical Science and Everyday Thinking Faculty Online Learning Community (NextGenPET FOLC) was created to support faculty teaching the NextGenPET curriculum. Since 2017, fifty adopters of NextGenPET have met regularly in small groups by videoconference to discuss practical issues, teaching strategies, and student learning. The FOLC provides a sounding board for ideas, space to share experiences and challenges, affective support, and a venue for troubleshooting. The opening quote is one participant’s description of the value of talking with others about their teaching. Beyond immediate impacts on their NextGenPET teaching, faculty participants have described significant professional growth, a sense of community, engaging in educational research, and increasing their leadership roles. This talk will discuss the development and evolution of the FOLC, describe emergent faculty outcomes, and offer lessons for other faculty development efforts.

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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.



The Next Generation Physical Science and Everyday Thinking (NextGen PET) is a proven research-based curriculum that centers the Next Generation Science Standards (NGSS) and has been shown to significantly impact both future teacher content knowledge and understanding of how students learn science. In a recent project*, we developed a hybrid lecture-lab implementation of existing materials and wrote new materials that targeted the NGSS scientific practice of Planning and Conducting Investigations (PCI). Then COVID hit. In this talk, we report on how this recent format change helped us manage the shift online. The students were resilient, based on their course evaluation comments. We examine whether their content learning, attitudes changes, and knowledge of PCI (using materials developed for this purpose) was as resilient with data from before, during, and after the online course. Results of pre-post instruction analyses between groups and evaluation responses are discussed, as are implications for future instruction.

Student Resilience in COVID: Advantages of a Hybrid Adaptation

The Next Generation Physical Science and Everyday Thinking curriculum has been developed through years of research and development to teach physical science to pre-service elementary school teachers and other non-science major undergraduates. I will give an overview of the curriculum and the breadth of topics in physics and chemistry that it explores. This curriculum design has been extended to other areas of science with "Life Science and Everyday Thinking" and "Matter and Energy in Earth Systems," though neither has a corresponding faculty online learning community. I will describe how, in a hybrid environment (lectures and labs), and using common threads such as energy conservation, an integrated science course has been created that prepares students for their elementary education certification in a way that is inquiry-based, prioritizes active learning, and provides students with the tools to continue their own scientific learning as they become in-service teachers.

The NextGenPET Curriculum and Beyond: Integrating the Sciences

The SmartPhysics project stems from the collaboration between students and faculty at the University of Padova in Italy and the City University of New York. We explored the benefits of using the sensors which are available on commercial smartphones as laboratory equipment in introductory college/university physics courses. As a sample of our explorations, we discuss two experiments that were developed and tested during the academic year 2021-2022. Both activities make use of the phyphox app. The first one is a revisitation of a classic experiment and aims at measuring the gravitational acceleration using a pendulum and a proximity stopwatch. The second one targets the concept of energy dissipation and measures, by means of acoustic stopwatch, the energy lost by a bouncing ball through a series of inelastic collisions with a hard surface. While these activities can be performed in a traditional laboratory setting, we present at-home adaptations for online courses.

Smart Physics: a path to innovate laboratory physics experiences

This presentation will describe a novel laboratory activity where the acoustic frequencies produced by the resonant vibrational modes of coins are measured using a smartphone’s microphone and analyzed in real-time using free mobile applications. The resulting resonant acoustic spectra allow for unique characterization of coins with different physical properties. The activity provides the opportunity to develop student skills in a very simple, yet elegant, experimental design, be exposed to a wide range of fundamental physics phenomena and use powerful visualization tools. In addition to the STEM benefits, students will investigate coins that convey a story of art, society and history creating additional student interest. This presentation will include examples of resonant acoustic spectra for a range of coins and describe a wide range of opportunities for investigation that has been used in introductory high school physics or can be extended to challenge advanced physics majors in universities.

Resonant Acoustic Characterization of Coins: An Inquiry-Based Learning Activity

This presentation will take a thermodynamic approach to presenting concepts about climate science. It is appropriate for presentations to teachers and is the basis for preparing presentations to students in grade six through 12. The presenter has numerous presentations appropriate for students in those grades and is willing to share them with teachers who wish to make climate science presentations to students. The climate emergency is a great threat to the future of our culture. It is important that students be made aware of what needs to be done to insure their future.

Climate Science for Teachers

Critical thinking is an important skill for students, particularly in the climate change debate. Students need to be able to distinguish between facts and misinformation. In order to access students’ critical thinking skills semi-structured interviews were conducted with eight students aiming to become future physics teachers as well as with five students from Saxonian high schools. The interviews were based on five competences of critical thinking defined by Halpern (verbal reasoning, argument analysis, hypothesis testing, likelihood and uncertainty, problem solving and decision making) as well as content knowledge about climate change (such as greenhouse effect, carbon cycle, etc.). All interviews were recorded, transcribed and analyzed using the qualitative content analysis by Kuckartz. The results from the interviews form the base for the development of the test on critical thinking on climate change, as well as teaching materials to enhance critical thinking skills. The results from the interviews will be presented.

Students' critical thinking skills in relation to climate change

We have designed an introductory algebra-based physics course using a two-staged instructional model emphasizing the application of physics learning. As a part of the assessment plan, we ask students to complete metacognitive activity of writing reflective descriptions of their learning processes, learning approaches, and strategies for course-related tasks. When we taught the course in a remote instruction modality, we adjusted without altering the instructional philosophy and key assessment components of the course. Our analysis has identified a trend relating to the quality of the student reflection as one of the predictors of their course performance. In this presentation, I will focus on the relationship between the qualities of students’ metacognitive reflection with the student's attitude toward physics learning measured using the CLASS survey. Additionally, I will present a comparative study revealing the impact of remote instructional modality on students’ self-regulation, self-awareness, and attitude towards physics learning.

Exploration of Students’ Attitudes and Self-regulation in Two Instructional Modalities

Courses designed for non-science majors provide many opportunities for developing critical thinking skills. Such skills prepare students to thrive as workers in everchanging environments and as engaged citizens in society. To develop these skills in classroom settings, teachers must educate students on the importance of these skills and engage them in their practice. This talk provides an overview of how this can be done in general science courses. Particular attention is given to prompts given to students, students’ responses, and critiques of their work.

Building Critical Thinking Skills in General Education Science Courses

Three-Dimensional Learning (3DL) is a framework that provides tools to help highlight what we want our students to be able to do with their knowledge. This framework creates opportunities for students to learn physics in sways authentic to the practice of science by aligning course content along 3 Dimensions: Scientific Practices that encompass what scientists do to explore phenomena, Core Ideas that underpin our discipline's central concepts, and Crosscutting Concepts that provide the lenses for how we view phenomena. Research into 3DL has shown that implementing the framework provides substantial benefits to student learning, but does take effort. In this talk, I will present ways to approach 3DL and how use it to create assessment items. In particular, I will discuss how the3 Dimensional Learning Assessment Protocol can be used to create new 3D physics assessment items.

Assessing Students' Knowledge and Skills with 3 Dimensional Learning

Introductory mechanics is classified as a general education laboratory science at many colleges and universities. General education outcomes often include the ability to reason from evidence or justify claims with evidence. These skills are also central components of the Next Generation Science Standards for K-12 education. In contrast to this mandate to focus on empirical reasoning, both the teaching and the assessing of the ability to reason from evidence are often implicit rather than explicit parts of the introductory mechanics laboratory curriculum. In this presentation I report the first results of an ongoing attempt to scaffold the learning of reasoning from evidence and to make the assessment of this skill explicit by employing the “Claim, Evidence and Reasoning”[1] framework in a college-level, algebra-based introductory mechanics laboratory.

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Student Resilience in COVID: Advantages of a Hybrid Adaptation

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Long-term impact of faculty online learning community (FOLC) participation