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At least 253 records · Page 14Linked to original sources

arXiv2014

Essays on Eclipses, Transits and Occultations as Teaching Tools in the Introductory Astronomy College Course

We occasionally include projects in our learner-centered introductory astronomy college course to enable non-science major students explore some astronomical concepts in more detail than otherwise. Such projects also highlight ongoing or upcoming astronomical events. We hope that students will feel more interested in astronomy through projects tied to astronomical events. In Spring 2012, we offered short essays focused on eclipses, transits and occultations to promote the rare transit of Venus that occurred on June 5th, 2012. We asked students to write two short essays from three that were offered. The essays contained descriptive and conceptual parts. They were meant to serve as teaching tools. 62% of 106 essays from 55 students earned A, B or C grades. 21% of 47 feedback survey respondents felt the essays increased their interest in astronomy. 49% of respondents felt that the essays were not educationally beneficial and should not be offered again. The most common written response to our survey indicated that students need more guidance and better preparation in writing successful essays. Since students found the conceptual parts of the essays difficult, in the future we will provide relevant activities prior to essay deadlines to help students create successful essays.

physics.ed-ph↗

arXiv2017

Personas as a Powerful Methodology to Design Targeted Professional Development Resources

Scaling and sustaining educational innovations is a common problem in the learning sciences. Professional development resources around educational innovations that are personalized to appeal to the needs and motivations of different types of faculty offer a possible solution. The method of developing personas to represent key types of users is commonly employed in user-interface design and can be used to produce personalized resources. Personas are fictional named archetypes of users encompassing generalizations of their key characteristics and goals that emerge from interviews. This method is especially powerful because personas succinctly package information into the form of a person, who is easily understood and reasoned about. Herein we describe the creation of a set of personas focusing on the needs and motivations of physics faculty around assessment and teaching. We present the personas, a discussion of how they inform our design and how the method can be used more broadly.

physics.ed-ph↗

arXiv2014

Validation of a Conceptual Assessment Tool in E&M II

As part of an ongoing project to investigate student learning in upper-division electrodynamics (E&M II), the PER research group at the University of Colorado Boulder has developed a tool to assess student conceptual understanding: the CURrENT (Colorado UppeR-division ElectrodyNamics Test). The result is an open-ended post-test diagnostic with 6 multi-part questions, an optional 3-question pretest, and an accompanying grading rubric. This instrument is motivated in part by our faculty-consensus learning goals, and is intended to help measure the effectiveness of transformed pedagogy. In addition, it provides insights into student thinking and student difficulties in the covered topical areas. In this paper, we present preliminary measures of the validity and reliability of the instrument and scoring rubric. These include expert validation and student interviews, inter-rater reliability measures, and classical test statistics.

physics.ed-ph↗

arXiv2014

Becoming Agents of Change through Participation in a Teacher-Driven Professional Research Community

This study involves a theory-based teacher professional development model that was created to address two problems. First, dominant modes of science teacher professional development have been inadequate in helping teachers create learning environments that engage students in the practices of science, as called for most recently by the NGSS. Second, there is a lack of teacher presence and voice in the national dialogue on education reform and assessment. In this study, teachers led and participated in a professional community focusing on STEM education research. In this community, teachers became increasingly responsible for designing and enacting learning experiences for themselves and their colleagues. We investigated the characteristics of the science teachers learning process. Findings suggest that teachers who participated in this model generated knowledge and practices about teaching and learning while simultaneously developing identities and practices as education reform advocates and agents of educational change.

physics.ed-ph↗

arXiv2014

An intuitive introduction to the concept of spatial coherence

The concept of spatial coherence is usually hard to be understood the first time that it is studied. We propose here a fully intuitive geometric description that does not contain mathematical difficulties and permits to understand how a Young Fringes system is obtained with a source not spatially coherent. It is based in a very simple experiment that permits the detection of spatial coherence in a scene. Experimental results are shown.

physics.optics↗

arXiv2014

Energy Conversion in Lifting Mass Vertically using a DC Electric Motor by Observing Required Time to Lift Object for a Certain Height

In lifting mass vertically using a DC electric motor energy conversion from electric energy, through intermediate kinetic energy, to gravitation potential energy shows that time required Δt to lift load mass m for height h is dependent quadratically to m. Several approaches to explain the experiment observation are discussed in this work, from ideal energy conversion to numerical solution from differential equation.

physics.ed-ph↗

arXiv2014

Open Educational Resources from Performance Task using Video Analysis and Modeling - Tracker and K12 science education framework

This invited paper discusses why Physics performance task by grade 9 students in Singapore is worth participating in for two reasons; 1) the video analysis and modeling are open access, licensed creative commons attribution for advancing open educational resources in the world and 2) allows students to be like physicists, where the K12 science education framework is adopted. Personal reflections on how physics education can be made more meaningful in particular Practice 1: Ask Questions, Practice 2: Use Models and Practice 5: Mathematical and Computational Thinking using Video Modeling supported by evidence based data from video analysis. This paper hopes to spur fellow colleagues to look into open education initiatives such as our Singapore Tracker community open educational resources curate on http://weelookang.blogspot.sg/p/physics-applets-virtual-lab.html as well as digital libraries http://iwant2study.org/lookangejss/ directly accessible through Tracker 4.86, EJSS reader app on Android and iOS and EJS 5.0 authoring toolkit for computer models in Easy Java Simulation-Open Source Physics Project. Recorded session: http://youtu.be/XgPIp6klPyA

physics.ed-ph↗

arXiv2014

Estereoscopio de Wheatstone 'Revival'

We describe the making of a two-mirrors stereoscope, identical to the first historical one, with the advantage of employing digital images on LCD monitors. We surprised the public with it, because they do not imagine being possible to watch 3D without needing goggless, neither the lack of knowledge of something so simple and old. Nowadays it is common to have two monitors at the exit of a computer, so that the system is still a simple one.

physics.ed-ph↗

arXiv2014

Design, Customization and Implementation of Energy Simulation with 5E Model in Elementary Classroom

Science simulations are popular among educators as such simulations afford for multiple visual representation and interactivity. Despite the popularity and abundance on the internet, our literature review suggested little research has been conducted on the use of simulation in elementary school. Thus, an exploratory pilot case study was conducted to address this research gap. In this study, an open source energy simulation was remixed for use in elementary school targeted at the Grade 4 & 5 students as an after-school enrichment program. We proposed 3 stages: design, customization and implementation, to provide useful insights with the aim to allow other educators to conduct their own remixed simulation lessons. The simulation design principles (e.g., learning outcomes and colour coding) with the corresponding TPACK construct that emerged from the design and customization stages were reported. Such simulation design principles would be useful to interested educators and researchers who wish to adapt and use simulation or teach others how to remix simulation. Data from the multiple sources (e.g., field observations, surveys, design notes and existing simulations) indicated that students enjoyed learning with the remixed energy simulation.

physics.ed-ph↗

arXiv2014

Upper-Level Physics Students' Perceptions of Physicists

As part of a longitudinal study into identity development in upper-level physics students, we used a phenomenographic research method to examine students' perceptions of what it means to be a physicist. The results revealed four different categories. We find a clear distinction in the exclusivity students associate with being a physicist and the differences in the importance of research and its association with being a physicist. A relationship between perceptions of physicists and goal orientation is indicated.

physics.ed-ph↗

arXiv2014

Animation with Algodoo: a simple tool for teaching and learning Physics

In the present work we have made use of the animation freeware Algodoo,as an easy handling tool to teach and learn physics. The animation is based on the oblique motion model and we have described the movement qualitatively, showing changes in the trajectory of an object as we modify the control parameters, such as speed and launch angle. Exploring the software graphical tools, the consistency between the results obtained by the animation and the literature is maintained, for example the maximum height and the rise time of the disc. This tool can be applied to students from different education levels, and also to undergraduate and high school students.

physics.ed-ph↗

arXiv2014

Proposal of an enriched three-tier test to assess learning risks in students on undergraduate physics courses

This proposal presents a methodology called enriched three-tier test, based on a similar test previously discussed in the literature. Ours consists of the use of justification and degrees of confidence combined with a multiple-choice test. This methodology of assessment allows the teacher to diagnose learning risks, while engaging the student in a metacognitive process. The three-tier test proved to be an efficient mechanism for identifying up to eighteen tints along the learning spectrum for a single concept, which interpretation alerts the teacher about the existence of learning risks and other learning situations. In this proposal, we explain the three-tier structure; we comment on it's application to undergraduate students from two semestral courses, and we analyze the category spectrum that a three-tier test produces, discussing it's differences with a traditional multiple choice question, it's limitations, and possible new applications.

physics.ed-ph↗

arXiv2014

GrayStar: A Web application for pedagogical stellar atmosphere and spectral line modelling and visualisation II: Methods

GrayStar is a stellar atmospheric and spectral line modelling, post-processing, and visualisation code, suitable for classroom demonstrations and laboratory-style assignments, that has been developed in Java and deployed in JavaScript and HTML. The only software needed to compute models and post-processed observables, and to visualise the resulting atmospheric structure and observables, is a common Web browser. Therefore, the code will run on any common PC or related X86 (-64) computer of the type that typically serves classroom data projectors, is found in undergraduate computer laboratories, or that students themselves own, including those with highly portable form-factors such as net-books and tablets. The user requires no experience with compiling source code, reading data files, or using plotting packages. More advanced students can view the JavaScript source code using the developer tools provided by common Web browsers. The code is based on the approximate gray atmospheric solution and runs quickly enough on current common PCs to provide near-instantaneous results, allowing for real time exploration of parameter space. I describe the computational strategy and methodology as necessitated by Java and JavaScript. In an accompanying paper, I describe the user interface and its inputs and outputs and suggest specific pedagogical applications and projects. I have made the application itself, and the HTML, CSS, JavaScript, and Java source files available to the community. The Web application and source files may be found at www.ap.smu.ca/~ishort/GrayStar.

astro-ph.SR↗

arXiv2014

A model for discussing entropy and time reversibility

In this article we discuss a model used to introduce the concept of entropy with secondary school students. It can be used to discuss with students the reversibility of time, the tendency towards homogeneity and the link between probability theory and second law of thermodynamics. The model is useful to introduce crucial epistemological issues and helps student to understand the deep connection between the macroscopic and the microscopic.

physics.ed-ph↗

arXiv2015

Leveraging a Relationship with Biology to Expand a Relationship with Physics

This work examines how experiences in one disciplinary domain (biology) can impact the relationship a student builds with another domain (physics). We present a model for disciplinary relationships using the constructs of identity, affect, and epistemology. With these constructs we examine an ethnographic case study of a student who experienced a significant shift in her relationship with physics. We describe how this shift demonstrates (1) a stronger identification with physics, (2) a more mixed affective stance towards physics, and (3) more expert-like ways of knowing in physics. We argue that recruiting the students relationship with biology into experiences of learning physics impacted her relationship with physics as well as her sense of how physics and biology are linked.

physics.ed-ph↗

arXiv2014

Foucault's method in new settings

In this paper, we introduce two simple and inexpensive versions of the well-known Foucault method for measuring the speed of light. In a footprint of just 20 cm by 270 cm with readily available laboratory items and a webcam, we obtained $c=296720\pm3000$ km/s, and $c=302295\pm3000$ km/s, respectively, both within less than a per cent of the defined value. The experiment also prepares students to work with large amounts of data.

physics.optics↗

arXiv2014

NRF2011-EDU001-EL001 EduLab Project Scaling-up Reflections on Using Open Source Physics

eduLab (MOE, 2012b) is a key programme under the third MasterPlan for ICT in Education (mp3) where teachers with good ideas for an ICT-enhanced lesson or curriculum (learning with computer models through inquiry, example PhET (PhET, 2011) can come together to collaborate. eduLab aims to support teachers to develop, prototype and test-bed their lesson ideas (journey in 2012-2014) while ensuring that the results, in the form of complete lesson packages (see http://edulab.moe.edu.sg/edulab-programmes/existing-projects third project), are scalable across schools to benefit the wider teaching community. Our models and lessons are downloadable here http://weelookang.blogspot.sg/2013/03/moe-excel-fest-2013-scaling.html We have collaborated with namely Professor Francisco Esquembre, Professor Fu-Kwun Hwang and Wolfgang Christian and created Open Source Computer Models on the topic of 1 Dimensional Collision (Loo Kang Wee, 2012b), Falling Magnet in Coil, Ripple Tank (Duffy, 2010; G. H. Goh et al., 2012; Ong, Ng, Goh, & Wee, 2012; Ong, Ng, Teo, et al., 2012; Loo Kang Wee, Duffy, Aguirregabiria, & Hwang, 2012), Superposition Waves, 2 Mass Gravity, Earth-Moon Gravity, Kepler's Solar System and Geostationary Orbit (J. Goh & Wee, 2011; Loo Kang Wee, 2012a; Loo Kang Wee & Esquembre, 2010; Loo Kang Wee & Goh, 2013) for enriching interactive engagement (Christian & Belloni, 2000; Hake, 1998) previously lacking in our teaching practices, but we argue is essential for deepening learning (L.K. Wee & Lye, 2012) by doing. We hope to share some of the scaling-up learning points from ideas (researchers Francisco Fu-Kwun and Wolfgang) to practice (teachers in RVHS, YJC, IJC, AJC and SRJC) supported by specialist (ETD), contextualized and made possible through this edulab funding initiative by National Research Fund, managed by National Institute of Education (NIE) and Ministry of Education, Singapore.

physics.ed-ph↗

arXiv2014

Ontological Flexibility and the Learning of Quantum Mechanics

One area of physics education research has focused on the nature of ontologies (mental categorizations of concepts, substances and processes), and how they might be used to gain insight into student thinking when learning classical physics. There has been some debate about whether student and expert ontologies in classical contexts should be thought of as stable cognitive structures or dynamic cognitive processes, and what implications these different perspectives have for instruction. We extend this discussion of ontologies and their role in learning and cognition to the context of quantum physics, by first considering various types of epistemological and ontological commitments exhibited by experts in their descriptions of quantum phenomena. Excerpts from student interviews and responses to survey questions are used to demonstrate the contextual nature of students' quantum ontologies, which can be best understood within a resources framework. Instructional implications are discussed, including a brief description of a modern physics curriculum designed to explicitly attend to student ontologies.

physics.ed-ph↗