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Hypothesis–Experiment Class (HEC) is the educational approach proposed by Itakura in 1963. Since that time, a number of HEC curricular materials have been developed to teach students of all ages a wide range of topics in both natural and social sciences. Although Hatano and Inagaki introduced HEC to the West in the 1980s, it was done in service of discussing findings in cognitive science, and HEC itself has received little attention outside of Japan. That is beginning to change, however, with the recent translation and publication of the book “Hypothesis-Experiment Class (Kasetsu)” in 2019. HEC has been compared with the well-known Predict-Observe-Explain (POE) approach as well as other educational approaches, but there are some salient features that make HEC unique. In this presentation, we will discuss how HEC is similar to and different from other educational approaches, looking in particular at a specific HEC lesson on background radiation.

AAPT SM 20

Rediscovery of a child-centered Japanese educational approach: Hypothesis–Experiment Class

hypothesis--experiment class

nature of science

radioactivity

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?

technical paper

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. 

Students' self-efficacy, their confidence in their ability to complete a task, is a good predictor for success and persistence. Previous research indicates that improvements in learning methods can improve student self-efficacy and that classroom dynamics may impact students' self-efficacy by allowing for different kinds of self-efficacy opportunities. In this study, we analyzed interviews from 12 students enrolled in a flipped integral calculus course to understand their perceptions of their self-efficacy and how this related to classroom dynamics and activities. Preliminary findings reveal that experiences in previous math courses, particularly high school, impacted students’ perceptions of their self-efficacy in math both positively and negatively, active learning activities increased students’ confidence in their ability to do math from their perspective, and verbal persuasion (implicit encouragement) increased students’ confidence and was seen as a helpful way to learn.

Qualitative analysis of students' perceptions of their self-efficacy

COR-400, Science and Human Nature, is a general education science course required of all students at Oglethorpe University. In this course, students learn about scientific ways of knowing and the scientific process through the lens of scientific revolutions. Specifically, the course content focuses on the Copernican Revolution and the Quantum Revolution of the early 20th century. Students often enter this course with preconceived notions of the relationship between religion and the scientific community – in particular, they often perceive religious authority to have produced barriers to scientific progress and discovery throughout history. During this course, we investigate and challenge these notions. In this presentation I will discuss how this material is presented to students and highlight student comments that demonstrate their evolution in thinking about the relationship between science and religion.

Challenging Student Ideas About Religion in a General Education Course

We have a large introductory physics course for non-majors, comprised mainly of First Year Undergraduate students. We provide for them a number of multiple choice and formula response questions online to help them prepare for the exams. While we do have other graded components of the course online, this part is set to be ungraded and allows them to see the solutions after a single attempt. We use data collected on the online student responses to explore student study behavior. For example, we were curious to see how students used this online answer checker to help them study for exams - did they try until they got the answer themselves or did they simply put in a junk answer in order to be able to read the solution?

How Students Use Ungraded Exam Review Problems

Social Comparison Concern (SCC) is a measurement of how negatively students compare themselves respect to their classmates based on their skill and knowledge of the class. Previous research found that female students, underrepresented minorities, and first generation students reported higher SCC on average, SCC was moderately (negatively) correlated with grade, and SCC mediated the effect of belonging on grade. To further understand SCC, we designed an online intervention by adapting prior motivational intervention designs, and administered a semester-long online SCC pilot intervention study for the first course in the introductory calculus physics sequence at the Ohio State University. Students were divided into SCC treatment or no-treatment control conditions by lecture section. We report on evidence that SCC may be impacting midterm and final exam scores (and vice-versa), especially for lower-scoring students, but the results of our pilot treatment remain inconclusive, and we will discuss our next steps.

The Impact of Grades on Social Comparison Concern

Physics education, especially astronomy education, is an ideal place to explore the intersection of science and religion. Grounded in tenets of peace education, the study of astronomy can be enriched by punctuating learning outcomes of physics concepts with the stories, mythlore, and teachings emanating from religion and culture. The purpose of this approach is to advance the physics we are teaching by resonating with students’ identities and being an entry to the greater conversation about (under)representation in physics, and how the intersection of religion and science provides insight into living and learning in a multi-religious and multicultural world. This session, which centers on the calendar by which cultural and religious observances are determined, advocates for integrating elements of cultural and religious knowledge with astronomy concepts as an inclusive space for all students. This pragmatic approach aligns with andragogical intentions of developing and delivering an increased holistic and inclusive curriculum.

A space oddity: Exploring the intersection of science and religion in physics classrooms.

[This abstract represents one part of a two-part study; some language is reproduced in another abstract.] Our team is studying student ownership of projects, a significant learning outcome in many project-based lab courses. An empirical model of ownership will support educators and researchers in the practice, design, and implementation of courses that encourage student ownership. Our preliminary model was based on analysis of a subset of survey and interview data from five Western and Midwestern physics departments. In this talk, I will demonstrate how this ownership model maps onto our full dataset, including stimulated recall interviews, and what educational implications emerge from further analysis. In prior work, we described ownership as a relationship between students and their projects. Material, cognitive, and affective student-project interactions composed the resulting ownership model. These interactions included student contributions to their projects, student understanding of project topics, and student emotional responses to progress and setbacks.

Student Ownership of Physics Projects: Manifestation in Student-Project Interactions

[This abstract represents one part of a two-part study; some language is reproduced in another abstract.] Our team is studying student ownership of projects, a significant learning outcome in many project-based lab courses. An empirical model of ownership will support educators and researchers in the practice, design, and implementation of courses that encourage student ownership. Our preliminary model was based on analysis of a subset of survey and interview data from five Western and Midwestern physics departments. In this talk, I will demonstrate how this ownership model maps onto our full dataset, including stimulated recall interviews, and what educational implications emerge from further analysis. In our model, ownership is more than an outcome that develops over time and is achieved by the project’s end. Students may or may not experience ownership in any of three phases: choice of topic, execution of methods, and synthesis of results into reports or presentations.

Student Ownership of Lab Projects: Methods and Coding Development

Head-fake learning (“HFL”) is a form of teaching material wherein the students do not realize the form or complexity of what they are learning. This occurs primarily when the mechanism through which the material is taught makes the students think they are learning something entirely different, i.e. how to succeed in Minute to Win It style mini-games instead of learning projectile motion. We discuss how we utilized HFL to present introductory physics and mathematical principles in a newly designed course at UNC entitled Game Show Theory, which uses game show structure and optimal play as a driving motivator. In addition, we will present examples of student work and testimonials regarding how they interacted with the course (and it’s HFL methodology) and will discuss small-scale game show demonstrations which teach physics concepts with minimal cost.

Presenting Physics Concepts via Head-Fake Learning

Of all subjects, quantum mechanics is arguably the one that can benefit the most from integration of computation into the curriculum. Unlike classical mechanics or electromagnetism, quantum mechanics has only few time-independent problems, countable with one hand, that are analytically solvable. There are virtually no time-dependent problems with analytic solutions. This poses a clear challenge to helping students in introductory quantum mechanics in understanding the concepts and developing intuition or insights. Even for the straightforward analysis of two states in a superposition, the bedrock of quantum mechanics, it is hardly possible to follow the time evolution without the use of computation. In this presentation we discuss the integration of computation in an otherwise traditional undergraduate quantum mechanics course to deal with the challenge. Activities (see http://www.faculty.umassd.edu/j.wang/) include simple visualization of superposition, quantum revival, determination of eigenstates, wave packet motion, and screened hydrogen atoms.

Insights from computation in quantum mechanics

I have created a new inventory of innovative online introductory physics problems based on the findings of state-of-the-art research in physics pedagogy and my deep awareness of students’ needs. This inventory currently contains more than 250 items selected from the OpenStax College Physics Textbook and my own collection of 15 years of exams in the College Physics 1 course. These problems are implemented on the Varafy Online platform, and are readily integrated into Canvas (or other Learning Management Systems). They can be easily tailored to each individual instructor’s teaching style. This inventory is licensed under the Creative Commons Attribution 4.0 International License and is available at no cost to instructors.

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Rediscovery of a child-centered Japanese educational approach: Hypothesis–Experiment Class

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