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An important component to fostering computational thinking in the physics classroom involves helping students understand how to use programming code to represent physical models and physical principles—a process that requires one to interrelate knowledge of physics, mathematics, and programming code. In this talk, I will discuss Conceptual Blending as a framework for modeling how we read physical and mathematical meaning into the structural features of programming code and how features of the programming representation can influence student reasoning, both productively and counter-productively. Understanding these detailed considerations as well as avenues for failures in reasoning that novices might encounter can inform the development of instructional interventions, both in-the-moment and pre-designed.

AAPT SM 20

Conceptual Blending: A model for how we interpret computational models

conceptual blending

computational thinking

computation

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?

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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. 

The NGSS presents teachers and researchers with an opportunity to rethink both the model of energy that is taught and the way that energy is taught in K12 classrooms, as evidenced by the inclusion of energy as both a CCC and a DCI and by the emphasis placed on model building and argumentation in the science practices. We have also taken this as an opportunity to re-envision our energy teaching in our university courses. As a result, we've designed courses that allow students to construct a model of energy from real-world scenarios. This process stresses the use of multiple representations to facilitate student thinking including: energy theater, energy cubes, and energy diagrams. In some of our courses students are encouraged to develop their own energy diagrams. This talk will present a framework for a scenario-based energy unit and suggest strategies for supporting students in developing their own energy diagrams.

Using the NGSS model of energy in university courses

Computer simulations for intermediate and advanced undergraduate courses provide students with tools that aid in visualizing difficult concepts. A suite of ten simulations has been developed for use in a sophomore/junior level course on vibrations and waves. This includes topics such as driven, damped oscillations; nonlinear oscillations of a pendulum; coupled oscillators; sound waves; and interference and diffraction. A feature of these simulations is the display of quantitative information about the phenomena in the simulation. For example, users can set the frequency and pressure amplitude of a plane sound wave, but the simulation also displays the particle velocity and displacement amplitudes and an animated graph of pressure, displacement and particle velocity of the wave. These simulations have been part of homework and discussion assignments in the related course.

Simulation Suite for Intermediate Undergraduate Course on Vibrations and Waves

One of the goals of physics instruction is to help students develop reasoning skills in the context of physics. As conceptual understanding is required to reason productively, it is challenging to design an assessment tool that solely focuses on student reasoning. To address this challenge, we have been developing sequences of screening-target questions: screening questions probe conceptual understanding, while target questions require students to apply this understanding in situations that present reasoning challenges. The level of consistency between responses to screening and target questions is used to make inferences about students’ reasoning skills. We will discuss pre- and post-test performance on these sequences of screening-target questions from algebra and calculus-based physics courses and the inferences that can be drawn about students’ development of reasoning skills in the context of physics. Preliminary results indicate the instrument can measure changes in student reasoning skills and detect differences in students with different backgrounds.

Development of an instrument designed to measure student reasoning

Student assistants (SA), including graduate and undergraduate teaching/learning assistants, are pivotal to non-traditional physics instruction in large classrooms. Despite the importance and necessity of SAs, little is known about SAs' pedagogical content knowledge (PCK) and its impact on students’ learning. We are particularly interested in SA’s PCK of questioning (PCK-Q) skills as that may be key to effective SA-student interaction. Our goal is to design and validate a written instrument to measure PCK-Q. Based on video analysis of SA-student interactions in an inquiry-based, introductory physics class, we are developing and validating open-ended questions for this instrument. The questions are tested on SAs, and their answers, in conjunction with analysis of their PCK-Q from video data, are used for question revision and instrument redesign. Once developed, we will use the instrument to study the impact of SAs’ PCK-Q on college students’ conceptual understanding of physics and critical thinking skills.

Development of an Instrument to Measure Student Assistants’ PCK-Q

Physics can be considered a 21st century liberal arts degree where students learn valuable technical and transferable skills they can apply to a range of careers. As part of the APS PIPELINE Network, we examined fields and sectors physics majors were interested in pursuing, their dream job, and what influenced their career goals. Responses from 178 physics majors at 12 institutions were analyzed using descriptive quantitative approaches for multiple-select questions and emergent thematic qualitative approaches for open-ended questions. Initial findings highlight a diverse range of careers students hoped to pursue, yet these tended to center around research even when students were open to both industry and academic sectors. Furthermore, many students indicated desires for careers that would help the world and provide a supportive working environment. Understanding physics majors’ desired careers and perceptions of what is possible has implications for how we prepare them for their next steps after graduating.

Dream Jobs and Desired Career Paths of Physics Majors

Blowing up watermelons and pumpkins with rubber bands is a popular K-12 demonstration of the conversion of spring potential energy into kinetic energy. Although there are informal investigations into this demo, no systematic studies in peer-reviewed journals exist. We examine a large data set (>800 busted pumpkins) collected by Jon Orr, a Canadian math teacher who authored a Desmos activity on learning scatter plots using this fun demo. We also conduct our own independent experiments, to verify some surprising relationships in this exciting demo. We share our findings and lesson plans that can be used either in the classroom or in K-12 outreach events.

Smashing Pumpkins

In this study, we investigated the impact of practicing with questioning strategies in a mixed-reality classroom simulator on GTA use of questioning both in the simulator and in their actual classroom. During the simulator training, GTAs were in a physical classroom interacting with five avatar-students on a computer monitor. Throughout the fall 2019 semester, GTAs participated in four practice sessions, which were video-recorded. GTAs were tasked with practicing specific teaching skills, and one of the sessions focused on questioning strategies. In each session, GTAs were given two 7-minute opportunities; feedback and reflection time were provided after each 7-minute practice. In addition, GTAs were observed three to four times throughout the semester in their actual classroom. Here, we report frequencies and discuss examples of questioning strategies implemented by GTAs in the simulator and in their classroom. The results suggest that the simulator training supports GTAs’ implementation of questioning strategies.

Impact of Practice in a Mixed-reality Classroom Simulator on GTAs’ Questioning Strategies

The current environment in the STEM workforce is one of unprecedented challenges and opportunities, demanding innovation and leadership skills. Current students must be forward-thinking to solve grand challenges and take advantage of diverse opportunities. To thrive in this workforce, students need a robust STEM curriculum that focuses on traditional and modern perspectives to address science and engineering applications. The goal of this project is a complete modernization of the advanced laboratory curriculum for our physics and engineering-physics students. The project has outcomes that include: 1. Outlining a curriculum plan for the modernization of our applied physics/engineering laboratory with the inclusion of modern equipment, applications, and new experimental Learning Lab modules 2. Establishing a student learning community that will inform instructional revisions by incorporating student input through the use of the Learning Assistant Program. 3. Providing outreach opportunities for increasing STEM interest by utilizing the student-developed modules at local high schools.

Connecting Physics and Engineering through a Modernization of the Advanced Physics Laboratory Curriculum (CPE-MALC)

Undergraduate science instructors typically have a diverse array of responsibilities, often complicated by mixed messaging surrounding the value and importance of teaching. If we hope to take Three-Dimensional Learning (3DL) to scale at the college level across institutions, disciplines, and content levels, it is critical that we develop and curate ways to reduce the perceived cost associated with such a transformation for these instructors. Based on analyses of large samples of assessments and instructional observations from introductory level chemistry, biology, and physics courses, we identify the Scientific Practice (SP) dimension as the key lever to initiating successful 3DL implementation. This message can be further streamlined with a conventional backward mapping lens to potential adopters: start by modifying existing assessment items to engage students in one of the SPs. Instructional adjustments will necessarily follow to support students’ success in the class.

3DL4US Project: Implementation Hinges on Scientific Practices

The PhysTEC program at Virginia Tech utilizes an effective collaboration, and division of labor, between the Physics Department and the School of Education. In the Physics Department students receive their content knowledge, acquiring a BS or BA in Physics. And they have early teaching experiences which provide moral sustenance to the students who have decided to pursue teaching, but also help some students to realize they wish to pursue teaching. These experiences include partaking in Physics Outreach, the Physics Teaching and Learning course, and the Physics Learning Assistant Program. With their BS/BA, our majors can then obtain a Masters of Education (MAEd) degree, in the School of Education. While they pursue their MAEd, the Physics Department financially supports these students as teaching assistants in Physics. This last aspect of our program is particularly important to our recruitment and production of physics teachers.

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Using the NGSS model of energy in university courses

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