United States

AAPT SM 20

Ordinary Differential Equations in Math and Physics: Some Preliminary Observations

math/physics interface

math methods

ordinary differential equations

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. 

The recent global move to online instruction has increased the importance of videos in education. At the same time, active learning has become increasingly accepted as an improvement over passive instruction. How can we transfer the advantages of active learning to instruction via video? We found that physics videos are most effective when they are designed both to actively engage students and manage their cognitive load. Notably, it is the combination that matters; videos that either solely promote active learning or solely manage cognitive load provide no advantage to learning outcomes.

Harnessing Active Learning in Educational Videos

What do Students Know about Electromagnetic Wave Generation?

A Shift Toward Scientific Reasoning: The Introductory Physics Lab

The Associations Between Conceptual Learning, Physics Identity Gains and Social Interdependence

Physics-specific Discourses and white identity: Examples from classroom video

Using Interactive Online Modules to Improve Student Learning

Examining Student Application of Matrix Algebra and Eigentheory

Introducing Current Research to Students Utilizing BiteScis Lessons Remotely

Student reasoning about integration of charge density

Effective technological methods and teaching practices adopted to successfully complete the calculus based physics II course in remote method

https://d3smihljt9218e.cloudfront.net/transcript/649/subtitle/eb37e2693710cd2eaa8ac6d05074b4c6.vtt

English (automatic)

Downloads

Next from AAPT SM 20

Harnessing Active Learning in Educational Videos

Similar lecture

Ordinary Differential Equations in Math and Physics: Some Preliminary Observations

.css-70qvj9{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;}Downloads

Next from AAPT SM 20

Harnessing Active Learning in Educational Videos

Similar lecture

Ordinary Differential Equations in Math and Physics: Some Preliminary Observations

Downloads