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Thinking like a physicist is often hailed as a goal of introductory physics. Sensemaking strategies provide an avenue for developing physicist-like reasoning. Strategies such as drawing a picture, identifying assumptions, checking units, and analyzing limiting cases can help develop students’ physicist-like reasoning. Explicit sensemaking instruction aids in expanding students’ views about sensemaking and helps them develop habits that persist beyond explicit prompting. In this talk we present ways of scaffolding and fading sensemaking strategies as well as rewarding their use in introductory physics courses.

AAPT SM 20

Sensemaking Instruction in Introductory Physics

sensemaking

instruction

introductory

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. 

technical paper

Can regular, short, beginning of class activities (ie “Bell Ringers”) favorably impact students’ science identity, pedagogical knowledge, and attitudes toward science? These types of activities are supposed to engage learners at the very start of the class, getting them on task and settled from the hallway. As this is an instructional strategy common in K-12 learning environments, their effectiveness and utility among pre-service teachers merits investigation. Firstly, treating pre-service teachers more as adult learners, these activities could be “make and take” mini lessons for teacher candidates to collect for use in their own classrooms. Secondly, though seemingly unrelated at first, the “lessons” to be learned in these activities could further build upon or augment course curriculum in subtle yet measurable ways. In this talk, I will briefly explore how these types of activities could serve other roles while presenting initial findings investigating their effectiveness.

Daily Bell Ringers: Short activities impacting science identity, pedagogical knowledge, and students’ science attitudes

Mathematical reasoning flexibility across physics contexts is a desirable learning outcome of introductory physics, where the “math world” and “physical world” meet. Physics Quantitative Literacy (PQL) is a set of interconnected skills and habits of mind that support quantitative reasoning about the physical world. We present the Physics Inventory of Quantitative Literacy (PIQL), which is a validated instrument that assesses students’ proportional reasoning, co-variational reasoning, and reasoning with signed quantities as they are used in physics. Unlike concept inventories, which assess conceptual mastery of specific physics ideas, the PIQL is a reasoning inventory that can provide snapshots of student ideas that are continuously developing. We are exploring analysis methods of student responses on the PIQL that will allow for assessment of hierarchical reasoning patterns, and thereby potentially map the emergence of mathematical reasoning flexibility throughout the introductory sequence, and beyond. (NSF DUE-1832836, DUE-1832880, and DUE-1833050)

Assessing mathematical reasoning:The Physics Inventory of Quantitative Literacy (PIQL)

The previous talk introduced and elaborated on the theoretical framework of shared resources in the context of students solving problems about spherical unit vectors in upper-division E&M. In this companion talk, we discuss additional examples that we have identified from three small group think-out-loud interviews on the same topic, and go into greater detail about how these resources speak to their ability to navigate through some of the difficulties of this extremely challenging concept. We conclude with some implications for possible instructional strategies.

Shared Resources in Student Understanding of Spherical Unit Vectors: One Example

Introductory physics labs at the University of Illinois Urbana-Champaign make use of Undergraduate Learning Assistants (LAs) to assist with the implementation of reformed lab activities. As the reformed lab program has been scaled up to include a greater selection of introductory courses, the high initial demand for LAs in calculus-based lab sections has led to expert LAs (ELAs) from the algebra-based introductory physics courses being recruited to teach in lab sections beyond their course experience. In this presentation, the attitudes and traits of the ELAs that choose to make the jump to the calculus-based introductory physics labs will be discussed, along with the provisions made within the lab course to aid with the transition.

They're smarter than us: Algebra-based learning assistants in calculus-based labs

Institutions record multi-faceted data about student identity, engagement and performance, from family income and zip code to “check-ins” at the campus gym to course enrollment and performance. This data could help us identify systemic barriers to students’ engagement and degree completion and describe the enrollment strategies of successful students. However, because the data is often de-identified, it does not tell the complete story of a student’s journey through their degree program. In this talk, I will describe the questions and methods our team has explored, as well as the challenges that have arisen in interpreting the data and results.

“Big Data” Analysis of Postsecondary Student Engagement and Performance: Insights and Perils

There is a rich literature investigating the impact of physics pedagogy on student learning. Significantly less, however, is understood about the fundamental neural mechanisms that accompany learning across physics classroom environments. In this study we provide the first neurobiological evidence demonstrating physics instructional approach yields large-scale reorganization in student’s brain networks. We used functional magnetic resonance imaging (fMRI) to measure physics-related brain activity in University students and probed for differences resulting from a semester of Lecture or Modeling physics classroom instruction. Students underwent pre- and identical post-instruction fMRI sessions where we assessed their brain activity during physics reasoning and identified regions more engaged post- relative to pre-instruction. We describe key project findings, including consistent brain activity associated with physics-related cognition, evidence that different knowledge organizations are paralleled by differential engagement of physics-related brain networks, and the characterization of neurobiological changes associated with classroom learning across contrasting pedagogies.

Toward a Neurobiological Basis for Understanding Learning in Physics Courses

Racial and ethnic minority students rarely see themselves and their cultural backgrounds reflected in undergraduate STEM courses. In response, education research scholars have presented a broad vision for inclusive teaching in the form of culturally relevant pedagogy. However, implementing culturally relevant pedagogy in the classroom requires significant, intentional work from curriculum designers and instructors, and there is no single blueprint for designing for cultural relevance. In this talk, I will describe the collaborative development process for a new upper-division Observational Astrophysics course in the Physics Department at Texas State and the work we have done to make the course more culturally relevant to our student body. I will highlight what we have learned from students during the development and first implementation of the course.

Designing for Cultural Relevance in Observational Astrophysics at Texas State

To examine the potential changes in attitudes and approaches to problem solving over a semester, we administered a previously validated Attitudes and Approaches to Problem Solving (AAPS) survey both at the beginning (pre) and at the end of instruction (post) in eight large enrollment calculus-based introductory physics classes at a large research university in the United States. We found that all classes exhibited a decline in score on the AAPS but that classes which involved significant use of evidence-based active engagement methods exhibited statistically significantly better scores on the AAPS survey at the end of the course. Equally importantly, unlike broader epistemological surveys, female students were found to exhibit less of a decline in AAPS scores than did their male counterparts in all classes and the AAPS scores were always higher for female students at the end of the course.

Attitudes and Approaches to Problem Solving: Gender and Instructional Method

One week is not enough time to design an entire course, especially a course with unfamiliar subject matter. Yet many educators find themselves in similar or more daunting situations. This talk will describe two iterations of an introductory biomechanics course designed for undergraduates in the field of occupational therapy (OT). More importantly, it will also highlight the ways that the physics education research community aided the course design, both in pedagogical stance and in terms of specific activities and materials. The course itself leads students with no physics background and little math skills through basic mechanics and allows them to productively use and analyze biomechanical models of various "activities of daily living" (ADL's). Largely project based, the course draws from materials posted on the Living Physics Portal in addition to exposing students to published research in OT and asking them to blend their OT perspectives into the course content.

Creating a Biomechanics Course for Future Occupational Therapists - Twice!

Some physics questions prove difficult for students even after research-based instruction and demonstration of relevant conceptual knowledge. Recent studies have indicated that reflexive, bottom-up reasoning processes seemingly unrelated to conceptual understanding may be responsible for these difficulties. These studies also suggest that attending to these bottom-up processes during instruction may improve performance to a greater degree than attending solely to top-down, analytical reasoning. It is important to leverage these findings to produce meaningful improvements to instruction. Towards that end, we have investigated the impact of a training targeted at reflexive, bottom-up reasoning processes on questions related to balanced forces and compared results to a more standard, top-down approach to the same topic. This talk will relate the findings and suggest implications for future work.

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