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arXiv2017

High School Students' Understandings and Representations of the Electric Field

This study investigates the representations and understandings of electric fields expressed by Chinese high school students 15 to 16 years old who have not received high school level physics instruction. The physics education research literature has reported students conceptions of electric fields post-instruction as indicated by students performance on textbook-style questions. It has, however, inadequately captured student ideas expressed in other situations yet informative to educational research. In this study, we explore students ideas of electric fields pre-instruction as shown by students representations produced in open-ended activities. 92 participant students completed a worksheet that involved drawing comic strips about electric charges as characters of a cartoon series. Three students who had spontaneously produced arrow diagrams were interviewed individually after class. We identified nine ideas related to electric fields that these three students spontaneously leveraged in the comic strip activity. In this paper, we describe in detail each idea and its situated context. As most research in the literature has understood students as having relatively fixed conceptions and mostly identified divergences in those conceptions from canonical targets, this study shows students reasoning to be more variable in particular moments, and that variability includes common sense resources that can be productive for learning about electric fields.

physics.ed-ph↗

arXiv2015

Outcome orientation - a misconception of probability that harms medical research and practice

Human understanding of randomness and variation is shaped by a number of cognitive biases. Here we relate a lesser-known cognitive bias, the "outcome orientation", to medical questions and describe the harm that the outcome orientation can do to medical research and practice. People who reason according to an outcome orientation interpret probability as a subjective degree of belief that is constrained to consider events one at a time, in a way that is incompatible with Bayesian reasoning. Instead of accepting that uncertainty is inevitable, and generalizing from the frequency of similar events, the outcome orientation prefers one-off causal narratives. In medicine, the outcome orientation therefore erodes support for randomized controlled trials in favor of reductionist approaches. The rhetoric of personalized medicine resonates with, and can promote, the outcome orientation, by emphasizing how the measurable attributes of individual patients, rather than chance or unknowable factors, causally produce each particular patient's outcome.

physics.ed-ph↗

arXiv2015

An alternative for teaching and learning the simple diffusion process using Algodoo animations

In this work animations of the random walk movement using a freeware Algodoo were done in order to support teaching the concepts of Brownian Motion. The random walk movement were simulate considering elastic collision between the particles in suspension in a fluid, and the particles which constitute the fluid. The intensity of velocities where defined in an arbitrary range, and we have a random distribution of the velocity directions. Using two methods, the distribution histogram of displacements (DHD) and the mean-square-displacement ${\langle{Δr^{2}}\rangle}$ (MSD), it was possible to measure the diffusion coefficient of the system, and determine the regions where the system presents ballistic regime or diffusive transport regime. The ballistic regime was observed graphically when the MSD has a parabolic dependence with time, which differing from the typical diffusive regime where MSD has a linear dependence. The didactical strategy for combining analytical approaches as graphic analysis, and animations in software's with easy implementation supports the teaching and learning processes, especially in Physics were we want to explain experimental results within theoretical models.

physics.ed-ph↗

arXiv2014

A physics exhibit to show the effect of the aerosol in the atmosphere on electromagnetic wave propagation

In this paper it is explained the construction and utility of a didactic exhibit about the effect of aerosol in atmosphere on electromagnetic wave propagation. The exhibit is composed by a lamp simulating the Sun, a Plexiglas case (the atmosphere), white or black panels (surface albedo), a combustion chamber to supply aerosol inside the case and other equipments. There are temperature and relative humidity of air sensors and 5 light sensors to measure direct and scattered light. It is possible to measure the cooling effect of aerosol inside the case and the increasing in scattered light.

physics.ed-ph↗

arXiv2015

Use of Blended Approach in the Learning of Electromagnetic Induction

This paper traces the importance of pedagogical content knowledge in the digital age to prepare today students for the 21st century. It highlights the need for ICT-based pedagogical models that are grounded in both the learning theories of constructivism and connectivism. One such suitable ICT-based pedagogical model is the TSOI Hybrid Learning Model. By means of a physics blended learning exemplar based on the TSOI Hybrid Learning Model, this paper argues for the use of blended learning approach as the way forward for 21st century teaching.

physics.ed-ph↗

arXiv2015

Performance Task using Video Analysis and Modelling to promote K12 eight practices of science

We will share on the use of Tracker as a pedagogical tool in the effective learning and teaching of physics performance tasks taking root in some Singapore Grade 9 (Secondary 3) schools. We discuss the pedagogical use of Tracker help students to be like scientists in these 6 to 10 weeks where all Grade 9 students are to conduct a personal video analysis and where appropriate the 8 practices of sciences (1. ask question, 2. use models, 3. Plan and carry out investigation, 4. Analyse and interpret data, 5. Using mathematical and computational thinking, 6. Construct explanations, 7. Discuss from evidence and 8. Communicating information). We will situate our sharing on actual students work and discuss how tracker could be an effective pedagogical tool. Initial research findings suggest that allowing learners conduct performance task using Tracker, a free open source video analysis and modelling tool, guided by the 8 practices of sciences and engineering, could be an innovative and effective way to mentor authentic and meaningful learning.

physics.ed-ph↗

arXiv2015

On the Proper Use of Statistical Analyses; a Comment on "Evaluation of Colorado Learning Attitudes about Science Survey" by Douglas et al

The paper "Evaluation of Colorado Learning Attitudes about Science Survey" [1] proposes a new, much shorter, version of the CLASS based on standard factor analysis. In this comment we explain why we believe the analysis that is used is inappropriate, and the proposed modified CLASS will be measuring something quite different, and less useful, than the original. The CLASS was based on extensive interviews with students and is intended to be a formative measurement of instruction that is probing a much more complex construct and with different goals than what is handled with classic psychometrics. We are writing this comment to reiterate the value of combining techniques of cognitive science with statistical analyses as described in detail in Adams & Wieman, 2011 [2] when developing a test of expert-like thinking for use in formative assessment. This type of approach is also called for by the National Research Council in a recent report [3].

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arXiv2015

Exposición Temprana de Nativos Digitales en Ambientes, Metodologías y Técnicas de Investigación en la Universidad

Being aware of the motivation problems observed in many scientific oriented careers, we present two experiences to expose to college students to environments, methodologies and discovery techniques addressing contemporary problems. This experiences are developed in two complementary contexts: an Introductory Physics course, where we motivated to physics students to participate in research activities, and a multidisciplinary hotbed of research oriented to advanced undergraduate students of Science and Engineering (that even produced three poster presentations in international conferences). Although these are preliminary results and require additional editions to get statistical significance, we consider they are encouraging results. On both contexts we observe an increase in the students motivation to orient their careers with emphasizing on research. In this work, besides the contextualization support for these experiences, we describe six specific activities to link our students to research areas, which we believe can be replicated on similar environments in other educational institutions.

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arXiv2019

A game-based educational method relying on student-generated questions

Student-generated multiple-choice questions (MCQs) revised by the instructor were used to design an educational game and to set part of the exam in the framework of an elementary course in Photonics. An anonymous survey among the students revealed their general satisfaction with the method. The exam results of students who had been asked to author MCQs were compared to those of a control group subject to traditional teaching. The results of the former in the MCQ test of the exam were significantly better, without this being detrimental to their comparative performance in problem-solving.

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arXiv2015

Peer-review Platform for Astronomy Education Activities

Hundreds of thousands of astronomy education activities exist, but their discoverability and quality is highly variable. The web platform for astronomy education activities, astroEDU, presented in this paper tries to solve these issues. Using the familiar peer-review workflow of scientific publications, astroEDU is improving standards of quality, visibility and accessibility, while providing credibility to these astronomy education activities. astroEDU targets activity guides, tutorials and other educational activities in the area of astronomy education, prepared by teachers, educators and other education specialists. Each of the astroEDU activities is peer-reviewed by an educator as well as an astronomer to ensure a high standard in terms of scientific content and educational value. All reviewed materials are then stored in a free open online database, enabling broad distribution in a range of different formats. In this way astroEDU is not another web repository for educational resources but a mechanism for peer-reviewing and publishing high-quality astronomy education activities in an open access way. This paper will provide an account on the implementation and first findings of the use of astroEDU.

astro-ph.IM↗

arXiv2015

Due 'paradossi meccanici' della Collezione Storica degli Strumenti di Fisica dell'Università di Palermo

Many instruments of the Historical Collection of the Physics Instruments of the University of Palermo date back to the early nineteenth century, when experimental Physics begun to be taught in university studies by using instruments and apparatuses in the classroom to illustrate the laws of Physics. Among the various instruments belonging to the Collection, there are also the so-called 'paradoxes', instruments with surprising properties that do not seem to follow the laws of Physics. In this article we analyze two 'mechanical paradoxes' of the Collection and discuss their possible educational use.

physics.ed-ph↗

arXiv2015

Robotics for Learning

Teaching Robotics is about empowering students to create and configure robotics devices and program computers to nurture in students the skill sets necessary to play an active role in society. The robot in Figure 1 focuses on the design of scaffolds and physical assembly methods, coupled with a computer logic program to make that makes it move or behave in a very precise (remote controlled or autonomous) manner. This enables students to investigate, explore and refine the program to affect the robots. The Robotics approach takes into account the increasing popularity of Computer Science and the learning by doing (Schank, Berman, & Macpherson, 1999) approach to solve complex problems and use computers meaningfully in learning (Barron & Darling-Hammond, 2008; Jonassen, Howland, Marra, & Crismond, 2008). In Singapore, teachers and students in Woodlands Ring Secondary and Rulang Primary have incorporated robotics to varying extents into formal and informal curricula. In addition, other less expensive robotics tools can be used, depending on the curriculum or different requirements at international competitions. The two main pedagogical learning approaches that have taken root in Robotics are learning- by-doing and constructionism (Papert & Harel, 1991).

physics.ed-ph↗

arXiv2015

Multimedia-Video for Learning

Multimedia engages an audience through a combination of text, audio, still images, animation, video, or interactivity-based content formats. Along this vein, free platforms have been seen to allow budding enthusiasts to create multimedia content. For example, Google sites (Wee, 2012b) offer creative opportunities in website development that enable text insertion, still image, video and animation embedding, along with audio and hyper-interactive links to simulations (Christian & Esquembre, 2012; Wee, 2013; Wee, Goh, & Chew, 2013; Wee, Goh, & Lim, 2013; Wee, Lee, Chew, Wong, & Tan, 2015). This chapter focuses on the video aspect of multimedia, which can be positioned as a component to any effective self-paced on-line lesson that would be available anytime, anywhere via computer or mobile devices. The multimedia video approach aims to help users overcome barriers in creating engaging, effective and meaningful content (Barron & Darling-Hammond, 2008) for teaching and learning in an online environment.

physics.ed-ph↗

arXiv2015

Students' difficulties with vector calculus in electrodynamics

Understanding Maxwell's equations in differential form is of great importance when studying the electrodynamic phenomena discussed in advanced electromagnetism courses. It is therefore necessary that students master the use of vector calculus in physical situations. In this light we investigated the difficulties second year students at KU Leuven encounter with the divergence and curl of a vector field in mathematical and physical contexts. We have found that they are quite skilled at doing calculations, but struggle with interpreting graphical representations of vector fields and applying vector calculus to physical situations. We have found strong indications that traditional instruction is not sufficient for our students to fully understand the meaning and power of Maxwell's equations in electrodynamics.

physics.ed-ph↗

arXiv2015

The roots of physics students' motivations: Fear and Integrity

Too often, physics students are beset by feelings of failure and isolation rather than experiencing the creative joys of discovery that physics has to offer. This dissertation research was founded on the desire of a teacher to make physics class exciting and motivating to his students. This work explores how various aspects of learning environments interact with student motivation. This work uses qualitative and quantitative methods to explore how students are motivated to engage in physics and how they feel about themselves while engaging in physics. The collection of four studies in this dissertation culminates in a sociocultural perspective on motivation and identity. This perspective uses two extremes of how students experience physics as a lens for understanding motivation: fear and self-preservation versus integrity and self-expression. Rather than viewing motivation as a property of the student, or viewing students as inherently interested or disinterested in physics, the theoretical perspective on motivation and identity helps examine features of the learning environments that determine how students experience themselves through physics class. This perspective highlights the importance of feeling a sense of belonging in the context of physics and the power that teachers have in shaping student motivations through the construction of their classroom learning environments. Findings demonstrate how different ways that students experience themselves in physics class impact their performance and interest in physics. This dissertation concludes with a set of design principles that can foster integration and integrity among students in physics learning environments.

physics.ed-ph↗

arXiv2015

Incorporating Disciplinary Practices Into Characterizations of Progress in Responsive Teaching

Responsive teaching, in which teachers adapt instruction based on close attention to the substance of students' ideas, is typically characterized along two dimensions: the level of detail at which teachers attend and respond to students' ideas, and the stance teachers take toward what they hear - evaluating for correctness vs. interpreting meaning. We propose that characterizations of progress in responsive teaching should also consider the disciplinary centrality of the practices teachers notice and respond to within student thinking. To illustrate what this kind of progress can look like, we present a case study of a middle school science teacher who implemented the "same" lesson on the motion of freely falling objects in two subsequent years. We argue that his primary shift in responsiveness stemmed from a shift in which disciplinary practices he preferentially noticed and foregrounded. He moved from a focus on causal factors or variables to a more scientifically productive focus on causal stories or explanations. We explore how participation in a professional development community, institutional constraints, and a shift in personal epistemology may have contributed to the nature and stability of this shift in responsiveness.

physics.ed-ph↗

arXiv2015

"Bring it on": Explaining persistence in science at the intersection of identity and epistemology

Research has documented a sharp decline in students' interest and persistence in science, starting in middle school, particularly among students from underrepresented populations. In working to address this problem, we can learn a great deal from positive examples of students getting excited about science, especially students who were previously disengaged. In this paper, we present a case study of Estevan, an 8th grade student who came into Ms. K's science class with a reputation as a potential "problem student," but left as a leader of the class, even making plans to pursue a career in science. Through analysis of interviews and classroom interactions, we show how Estevan's love of science can be partially explained by an alignment between his identity as a lover of challenges and his epistemology of science as involving the challenge of figuring things out for yourself. This alignment was possible in part because it was supported by his caring teacher, who attended to his ideas and constantly challenged him and the rest of her students to figure things out for themselves instead of just "giving them the answers."

physics.ed-ph↗

arXiv2015

Shive wave machines: Wave propagation, dispersion, reflection, simulation / Die Wellenmaschine: Grundlagen der Wellenausbreitung, Dispersion, Reflexion, Simulation

Shive wave machines have found their place in physics courses for many years now. They are used to demonstrate the propagation, interference and reflection of waves. Physical quantities like frequency, wavelength and phase speed are usually only determined experimentally. This article shows - starting from the wave machine's mechanical characteristics - how to calculate these physical quantities. Absorbers are also briefly described in this article. They can be used to prevent reflection at the end of the apparatus. A nice(-looking) project for computer programming courses is to simulate wave machines and to display an animated representation of the simulation results. Details on the development of such software are summarized at the end of this article. ----- Wellenmaschinen werden seit vielen Jahren im Physikunterricht eingesetzt, um die Ausbreitung, Überlagerung und Reflexion von Wellen anschaulich vorzuführen. Physikalische Größen wie Schwingungsfrequenz, Wellenlänge und Phasengeschwindigkeit werden üblicherweise experimentell ermittelt. Der vorliegende Artikel zeigt, dass - ausgehend von den technischen Daten der Wellenmaschine - auch eine Berechnung dieser charakteristischen Größen möglich ist. Dämpfungseinrichtungen zur Verhinderung der Reflexion einlaufender Wellen werden ebenfalls betrachtet. Ein im wahrsten Sinne des Wortes schönes Projekt für den Informatikunterricht ist die Simulation von Wellenmaschinen am Computer mit einer animierten Darstellung der Simulationsergebnisse. Einige Details hierzu sind gegen Ende dieses Artikels zusammengestellt.

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