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Research has shown that students in inquiry-based physics labs often expect their experiment to verify a known theory or model, contrary to the goals of the lab. It is important, therefore, to identify ways for instructors to shift students&#39; expectations or epistemic frames to those in line with scientific inquiry. In this paper, we analyze video recordings of one inquiry-based lab session in which the instructor intentionally encourages students to falsify, or disprove, the claim under investigation. We find that students operationalize the instructor&#39;s prompt by taking up one of two distinct epistemic frames: open outcome and verification. Students in the open outcome frame initially expect to falsify their claim, but form other conclusions in the face of alternative evidence. Students in the verification frame, however, view falsification as verifying that a claim is false and do not consider other possible outcomes even when they find conflicting data. These results suggest that students may interpret instructor prompts for frame shifts in very different ways. We argue that to shift students to epistemic frames in line with scientific inquiry (e.g., the open outcome frame), instructor prompts should explicitly address uncertainty in outcomes (regarding an experimental result as unknown) and epistemic agency (perceiving oneself as a producer of knowledge).

PERC SM 22

Students’ varying responses to instructor prompts for frame shifts in physics labs

PERC 2022 is focused on "queering physics education" through an intersectional lens. By "queering," we are centering queer theory which breaks down social constructions and hierarchies to unpack normalized assumptions. In the context of physics education, we want to apply the theory to unpack who has power in physics to control the production of future physicists, how physics policies and practices are sometimes built on ideas of punishment and power, and how PER embeds binaries in both its content and sociological research. Further, we want to encourage a dialogue that is both a critique and an imagining of a queer future for PER.

Explicit attention will be given to constructions of race, (dis)ability, gender, sexuality and how they interact and impact lived experiences.

We have had such a fun time organizing this year’s PERC. You might be aware that we were committed to transparency and documenting our processes and decision making which we outlined here. This year has also been challenging to be a queer or otherwise marginalized person in the US. And we continue to seek and provide support for those individuals.

As such, we recommend that folks visiting Grand Rapids who have the means consider giving to some local organizations who are working to advocate for those impacted by historic and ongoing marginalization and violence.


PERC 2022 focused on "queering physics education" through an intersectional lens. By "queering," we centered queer theory which breaks down social constructions and hierarchies to unpack normalized assumptions. In the context of physics education, we apply the theory to unpack who has power in physics to control the production of future physicists, how physics policies and practices are sometimes built on ideas of punishment and power, and how PER embeds binaries in both its content and sociological research. Further, we wanted to encourage a dialogue that is both a critique and an imagining of a queer future for PER. Explicit attention was given to constructions of race, (dis)ability, gender, sexuality and how they interact and impact lived experiences.

Research has shown that students in inquiry-based physics labs often expect their experiment to verify a known theory or model, contrary to the goals of the lab. It is important, therefore, to identify ways for instructors to shift students' expectations or epistemic frames to those in line with scientific inquiry. In this paper, we analyze video recordings of one inquiry-based lab session in which the instructor intentionally encourages students to falsify, or disprove, the claim under investigation. We find that students operationalize the instructor's prompt by taking up one of two distinct epistemic frames: open outcome and verification. Students in the open outcome frame initially expect to falsify their claim, but form other conclusions in the face of alternative evidence. Students in the verification frame, however, view falsification as verifying that a claim is false and do not consider other possible outcomes even when they find conflicting data. These results suggest that students may interpret instructor prompts for frame shifts in very different ways. We argue that to shift students to epistemic frames in line with scientific inquiry (e.g., the open outcome frame), instructor prompts should explicitly address uncertainty in outcomes (regarding an experimental result as unknown) and epistemic agency (perceiving oneself as a producer of knowledge).

poster

Learning is a process that involves mutual responsibility and practice adjustments. By mutual responsibility, we mean students' relying on their instructors and classmates for feedback as they proactively navigate new material. By practice adjustments, we mean changes in a student's approach to a course based on monitoring and evaluating their progress in the course. However, in introductory physics, many students struggle to adjust their practices in response to challenges encountered in the learning process. We studied these difficulties in an introductory studio physics course by assigning a weekly reflection journal with questions about the students' experience in the course, including the challenges they encountered and the study habits they practiced. These reflection assignments prompted the students to describe the roles fulfilled (or unfulfilled) by members of the course community, to identify practice adjustments (or lack thereof), and to self-assess their progress toward positive learning outcomes. We reviewed these students' final reflection assignment and recorded themes that emerged: These students talked about collaboration (interacting with a classmate in the learning process), course difficulty (degrees or progression of difficulty), responsibility (Who is responsible for the student's learning?), self-managed growth (the learner making adjustments or taking actions to maintain or assert agency over their learning), and a lack of change in their practices, capabilities, or success. These insights into the student learning experience will be used to further classify student responses and generate course improvements.

Insights into Student Metacognition from Reflective Writing in an Introductory Studio Physics Course

Identifying Symbolic Forms Associated with Inequalities in Physics

This study aims to understand how physics faculty seeking guidance in making departmental changes related to recruitment and retention frame the challenges in their program. We focus our analysis on one set of applications submitted to the Departmental Action Leadership Institute (DALI) in its first year of operation. DALI is the community engagement activity of the Effective Practices for Physics Programs (EP3) initiative.It brings together a cohort of physics faculty to apprentice into strategies for sustainable institutional change and facilitation practices associated with leading change teams. Through analysis of DALI applications, we find that many applicants attribute their enrollment challenges to sources outside of their immediate control, while those that do propose solutions to these challenges primarily focus on curriculum change. By understanding how DALI applicants frame their enrollment challenges, developers of departmental change resources can better mold their recommendations and community engagement activities to what is needed, whether that be meeting faculty and departments where they are at or pushing departments to explore new strategies and frameworks for evaluating their challenges.

Exploring faculty's explanations of enrollment issues: where does responsibility and control reside?

Research-validated clicker questions comprise an easy-to-implement instructional tool that can scaffold student learning while formatively assessing students' knowledge. We present findings from the development, validation and implementation, in consecutive years, of a Clicker Question Sequence (CQS) on measurement uncertainty as it applies to two-state quantum systems. This study was conducted in an advanced undergraduate quantum mechanics course, in both a virtual and in-person learning environment. Student learning was first assessed after receiving traditional lecture-based instruction on relevant concepts, and their performance on it was compared with that on a similar assessment given after engaging with the CQS. We analyze and discuss similar and differing trends observed in the two modes of instruction.

Development, validation and virtual and in-person implementation of clicker question sequence on quantum measurement uncertainty

In Basic Education in Mexico, it is intended to develop critical thinking through the study of Natural Sciences. Particularly, at the elementary level, students have their first approach to the study of optics and are expected to understand physical phenomena of the environment, among which is light and its interactions. However, this represents a challenge, because, during initial teacher training, the contents related to physics are not included in the curricular map. The objective of this research was to analyze the Mexican educational program to recognize what are the expected learnings regarding the branch of optics and its implications in teaching. The study was carried out with three types of population: urban, rural and indigenous context; through a documentary analysis and interviews with teachers at the primary level.
In the results, in the study program it was identified that the main resource to arouse children's interest in optics are situations of daily life, for example, the operation of some instruments such as the periscope, binoculars and magnifying glass; or, the formation of images in mirrors and lenses. Regarding teachers, the need to use teaching methods to develop skills, knowledge and attitudes for the study of this science was recognized. Also, make use of experimental activity to promote the development of scientific thinking in childhood.

Approach to the study of optics with primary school students

There have been numerous calls for physics instructors to utilize active learning in their courses. Many research-based instructional strategies also suggest the use of group work. However, instructors frequently revert back to didactic instructional styles and make modifications to research-based instructional strategies to suit their students' needs and context. To support physics instructors in fostering effective and inclusive group work, we developed a literature-based guide composed of 29 recommendations for practice, including citations to the literature, descriptions of what, why, and how instructors can implement the recommendations, and example implementations. The purpose of this paper is to introduce, discuss the development and features of, and present findings from pilot interviews with instructors about the alignment of the guide's recommendations with their own instructional practices. Overall, we found that participating instructors implement some of the recommended practices and cite department-level constraints for not implementing other recommendations.

Supporting effective and inclusive group work in introductory physics courses: a guide for instructors

The pathways and engagement of physicists in informal physics education are varied, which makes their professional development needs not well understood. As part of ongoing efforts to build and support community in the informal physics space, we conducted interviews with physics practitioners and researchers with a range of different experiences. Through thematic analysis, we use personas methodology to articulate the needs and pain points of professional physicists. We present our set of four personas: the physicist who engages in informal physics for self-reflection, the physicist who wants to spark interest in physics, the physicist who wants to provide diverse role models to younger students and inspire them to pursue a STEM career, and the physicist who wants to improve the relationship between scientists and the public. This work will allow the informal physics community to create tailored resources for the variety of professional development needs of informal physics facilitators.

Personas for supporting physicists engagement in informal education

We examine how upper-division physics students find derivatives from an equipotential graph in an individual interview setting.  We focus specifically on identifying the different kinds of behavior that students engage in when finding a derivative from an equipotential graph, and also on the representational elements that students use or introduce during their work.  We find that the students were able to find the derivative successfully using a ratio-of-small-changes approach.  Students engaged in behavior like sketching straight lines or arrows on the given graph as a way to choose points for calculating a ratio and to keep one variable constant for the derivative.  We also saw students make sense of the equipotential graph and reinterpret the derivative they found using those representations using two other graphical representations: cross-sections and three-dimensional plastic surfaces.  We find these results encouraging because the students had studied equipotential graphs and derivatives as ratios-of-small-changes as part of their junior-level electrostatics, suggesting that such a course is effective at helping students develop representational fluency for working with multivariable derivatives.

Finding Derivatives from an Equipotential Graph

Research characterizing common student ideas about particular physics topics has significantly impacted university-level physics teaching by providing knowledge that supports instructors to target their instruction and by informing curriculum development. In this work, we utilize a Natural Language Processing algorithm (Latent Dirichlet Allocation, or LDA) to identify distinct student ideas in a set of written responses to a conceptual physics question, with the goal of significantly expediting the process of characterizing student ideas. We preliminarily test the LDA approach by applying the algorithm to a collection of introductory physics student responses to a conceptual question about circuits, specifically attending to whether it is useful for characterizing instructionally-relevant student ideas. We find that for a large enough collection of student responses (N ≈ 500), LDA can be useful for characterizing the ideas students used to answer conceptual physics questions. We discuss some considerations that researchers may take into account as they interpret the results of the LDA algorithm for characterizing student's physics ideas.

Developing a natural language processing approach for analyzing student ideas in introductory calculus-based physics

Students' sense of belonging contributes to success at universities. Studies hint that students' sense of belonging in their introductory STEM courses may be tied to the course structures. In this study, we compared students' sense of belonging and letter grade between four semesters of an introductory calculus-based electricity and magnetism course. The course structures varied throughout the four semesters with hybrid versus in-person instruction and midterm exams versus quizzes for assessment, but all implementations used research-based instruction. Here, we compare students' sense of belonging and letter grades within these different course structures. Students expressed a stronger sense of belonging and earned higher letter grades with the lower-stakes quiz structure than in prior semesters with midterm exams. However, students' sense of belonging did not change when attending hybrid compared to in-person.

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Students’ varying responses to instructor prompts for frame shifts in physics labs

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Insights into Student Metacognition from Reflective Writing in an Introductory Studio Physics Course

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