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arXiv2017

Effects of Home Resources and School Environment on Eighth-Grade Mathematics Achievement in Taiwan

Over the past decades, researchers have explored the relationship among home resources, school environment, and students' mathematics achievement in a large amount of studies. Many of them suggested that rich home resources for learning were related to higher average academic achievement. Some also suggested that the home background was closely associated with the learning environment, and therefore, influenced students' achievements. Thus, this study hypothesized that students who own more home resources would perform better than students who possess fewer resources and that schools that have more socioeconomically advantaged students, located in high-income neighborhoods, and possess more instructional resources would have better mathematics performance. The study focuses on eighth graders in Taiwan and explores the variance in mathematics achievement of students as a function of student and school level differences.

cs.CY↗
arXiv2018

A Multidisciplinary Undergraduate Nanoscience and Nanotechnology Program at the University of North Dakota

This paper describes some of the results of a National Science Foundation Nanotechnology Undergraduate Education project that aims to establish a nanoscience and nanotechnology program at the University of North Dakota. The goal is to generate new interest in nanoscience and nanotechnology among engineering and science students and prepare them with the knowledge and skills necessary for the next generation of graduates to compete in the global market and contribute to the nanoscience and nanotechnology field. The project explored several aspects of student learning, including students motivations for investigating nanotechnology through interdisciplinary coursework. To collect this information, a survey was administered to students who enrolled to two nanoscience and nanotechnology courses. Data collected from the survey will be used to improve the design and delivery of future courses as part of constructing a complete nanoscience and nanotechnology curriculum.

physics.ed-ph↗
arXiv2018

Dificuldades na aprendizagem de Física sob a ótica dos resultados do Enem / Physics learning difficulties from the perspective of ENEM results

The results of the National High School Examination (ENEM) are an important tool for a diagnosis of educational deficiencies at the end of a training cycle. This exam is a relevant source of data for the evaluation of what is learned by high school students. In this paper, thirteen selected questions are presented, from the Natural Sciences exam in the period between 2009 and 2014, questions that were classified as "physics questions", in which the alternatives reveal well-delimited non-scientific conceptions described in the literature. From the students' performance on these items, observations about the learning process in physics in basic education are made. This study reveals that there are some permanent difficulties in understanding basic concepts of mechanics, thermal phenomena and geometric optics. Many of these questions point to the presence and even predominant role of non-scientific conceptions described in the research literature in physics teaching. Even knowing how difficult it is to modify these conceptions, the results reveal that, despite all the research effort in physics teaching since the 1980s, there was little impact of the results in the learning process, and only a few changes incorporating this knowlege in the didactic materials and in the teacher training courses. (Paper in Portuguese.)

physics.ed-ph↗
arXiv2018

Profiling MOOCs from viewing perspective

We profiled three aspects of MOOCs from the perspective of viewing behaviors, the most prominent and common ones of MOOC learning. They were learner classification, course attraction, teaching order and learning order. Based on viewing behavior data, we provided a non-parametric algorithm to categorize learners, which helped to narrow the scope of finding potential all-rounders, and a method to measure the correlations between teaching order and learning order, which helped to assign teaching contents. Using information entropy, we provided an index to measure course attraction, which integrated the viewing time invested on courses and the number of viewed course videos. This index describes the diminishing marginal utility of repeated viewing and the increasing information of viewing new videos. It has potential to be an auxiliary method of assessing course achievements.

physics.ed-ph↗
arXiv2018

New Science, New Media: An Assessment of the Online Education and Public Outreach Initiatives of The Dark Energy Survey

As large-scale international collaborations become the standard for astronomy research, a wealth of opportunities have emerged to create innovative education and public outreach (EPO) programming. In the past two decades, large collaborations have focused EPO strategies around published data products. Newer collaborations have begun to explore other avenues of public engagement before and after data are made available. We present a case study of the online EPO program of The Dark Energy Survey, currently one of the largest international astronomy collaborations actively taking data. DES EPO is unique at this scale in astronomy, as far as we are aware, as it evolved organically from scientists' passion for EPO and is entirely organized and implemented by the volunteer efforts of collaboration scientists. We summarize the strategy and implementation of eight EPO initiatives. For content distributed via social media, we present reach and user statistics over the 2016 calendar year. DES EPO online products reached ~2,500 users per post, and 94% of these users indicate a predisposition to science-related interests. We find no obvious correlation between post type and post reach, with the most popular posts featuring the intersections of science and art and/or popular culture. We conclude that one key issue of the online DES EPO program was designing material which would inspire new interest in science. The greatest difficulty of the online DES EPO program was sustaining scientist participation and collaboration support; the most successful programs are those which capitalized on the hobbies of participating scientists. We present statistics and recommendations, along with observations from individual experience, as a potentially instructive resource for scientists or EPO professionals interested in organizing EPO programs and partnerships for large science collaborations or organizations.

physics.ed-ph↗
arXiv2018

Classical physics and human embodiment: The role of contemplative practice in integrating formal theory and personal experience in the undergraduate physics curriculum

One of the objectives of the undergraduate physics curriculum is for students to become aware of the connections between the fundamental principles of classical physics and their personal experience. Nonetheless, numerous studies have shown that students' awareness of such connections tends to deteriorate, sometimes substantially, following instruction. In this work, which constitutes the first analysis of the effects of contemplative practices on the learning experience in undergraduate physics courses, we present two practices aimed at integrating formal theory with students' personal, embodied experience: a sensory meditation and a contemplative videography. In written reflections on their experiences with the practices, the students expressed suddenly becoming aware of countless manifestations of formal physics principles in their surroundings, in an important step toward establishing firm connections between the abstract and the experiential. Furthermore, the students reported experiencing a sense of physical embodiment, heightened sensory awareness, somatic relaxation, and mental stillness, in significant contrast to their typical experience. Students also described experiencing insight about the essential role of observation in the scientific endeavor, a reawakened sense of curiosity, an intrinsic motivation to understand the observed physical phenomena, and a deepened awareness of their cognitive and emotional processes.

physics.ed-ph↗
arXiv2019

Astronomers' and Physicists' Attitudes Toward Education & Public Outreach: A Programmatic Study with The Dark Energy Survey

We present a programmatic study of physicists' and astronomers' attitudes toward education and public outreach (EPO) using 131 survey responses from members of the Dark Energy Survey. We find a disparity between the types of EPO activities researchers deem valuable and those in which they participate. Most respondents are motivated to engage in EPO by a desire to educate the public. Barriers to engagement include career- and skill-related concerns, but lack of time is the main deterrent. We explore the value of centralized EPO efforts and conclude with a list of recommendations for increasing researchers' engagement.

physics.ed-ph↗
arXiv2019

Equity in College Physics Student Learning: a Critical Quantitative Intersectionality Investigation

We investigated the intersectional nature of race/racism and gender/sexism in broad scale inequities in physics student learning using a critical quantitative intersectionality. To provide transparency and create a nuanced picture of learning, we problematized the measurement of equity by using two competing operationalizations of equity: Equity of Individuality and Equality of Learning. These two models led to conflicting conclusions. The analyses used hierarchical linear models to examine student's conceptual learning as measured by gains in scores on research-based assessments administered as pretests and posttests. The data came from the Learning About STEM Student Outcomes' (LASSO) national database and included data from 13,857 students in 187 first-semester college physics courses. Findings showed differences in student gains across gender and race. Large gender differences existed for White and Hispanic students but not for Asian, Black, and Pacific Islander students. The models predicted larger gains for students in collaborative learning than in lecture-based courses. The Equity of Individuality operationalization indicated that collaborative instruction improved equity because all groups learned more with collaborative learning. The Equality of Learning operationalization indicated that collaborative instruction did not improve equity because differences between groups were unaffected. We discuss the implications of these mixed findings and identify areas for future research using critical quantitative perspectives in education research.

physics.ed-ph↗
arXiv2018

TUIMP: The Universe In My Pocket. Free astronomy booklets in all languages

TUIMP (www.tuimp.org) is an international project to produce little astronomy booklets. These booklets, folded from just one sheet of paper, can be used in classrooms, at open public conferences, or during visits of observatories and planetariums. They are free to download from the internet, the only thing which is needed is a color printer (in absence of a printer, the booklets can also be directly consulted on line, even with just a mobile phone). The booklets are intended for children from nine years old and for anyone curious of astronomy. They are written in a simple language, amply illustrated, revised and translated by professional astronomers. So far, they are being published in six languages, others languages are to come. Everyone is invited to download the booklets and use them in their outreach activities.

physics.ed-ph↗
arXiv2018

Asymmetric Foucault pendulum dynamics with analogies to the Lipkin-Meshkov-Glick quantum phase transitions and other quantum phenomena

Stokes parameter formalism is applied to show the analogies between the motion of an asymmetric Foucault pendulum and several phenomena known from optics and atomic physics. Nonlinearity-induced precession of elliptical orbits of the pendulum is shown to correspond to twisting transformations used for spin squeezing of atomic systems. Transitions between regimes of predominant nonlinearity and regimes where the Coriolis force or the asymmetry of the pendulum are dominant correspond to quantum phase transitions in the Lipkin-Meshkov-Glick model. A Foucault pendulum with highly anisotropic damping can emulate an optical Zeno effect where a sequence of polarizing filters inhibits polarization rotation of light in an optically active medium.

quant-ph↗
arXiv2018

Understanding quantum physics through simple experiments: from wave-particle duality to Bell's theorem

Quantum physics, which describes the strange behavior of light and matter at the smallest scales, is one of the most successful descriptions of reality, yet it is notoriously inaccessible. Here we provide an approachable explanation of quantum physics using simple thought experiments. We derive all relevant quantum predictions using minimal mathematics, without introducing the advanced calculations that are typically used to describe quantum physics. We focus on the two key surprises of quantum physics, namely wave-particle duality, a term that was introduced to capture the fact that single quantum particles in some respects behave like waves and in other respects like particles, and entanglement, which applies to two or more quantum particles and brings out the inherent contradiction between quantum physics and seemingly obvious assumptions regarding the nature of reality. Following arguments originally made by John Bell and Lucien Hardy, we show that the so-called local hidden variables are inadequate at explaining the behavior of entangled quantum particles. This means that one either has to give up on hidden variables, i.e., the idea that the outcomes of measurements on quantum particles are determined before an experiment is actually carried out, or one has to relinquish the principle of locality, which requires that no causal influences should be faster than the speed of light and is a cornerstone of Einstein's theory of relativity. Finally, we describe how these remarkable predictions of quantum physics have been confirmed in experiments. We have successfully used the present approach in a course that is open to all undergraduate students at the University of Calgary, without any prerequisites in mathematics or physics.

physics.ed-ph↗
arXiv2018

Particle Camera MX-10 in Physics Education

We present several applications of the particle camera MX-10 in different radiation environments, leading to strikingly different observed patterns and consequently particle composition as well as recorded dose. We describe the measurements of the radiation background, cosmic muons direction analysis and the detection of alpha particles in a natural cave. We focus on the analysis of tracks of highly ionizing particles aboard an airplane and compute the dose rate with altitude. We also comment briefly on a test in beams of particles at an accelerator. We discuss the problem of presenting sensitive results on radiation background levels in various environments to general public. Most of the experiments presented here were performed and analyzed by high-school students, confirming the application of the device not only for class-room demonstrations but also for science projects in physics and IT.

physics.ed-ph↗
arXiv2018

Captain Einstein: a VR experience of relativity

Captain Einstein is a virtual reality (VR) movie that takes you on a boat trip in a world with a slow speed of light. This allows for a direct experience of the theory of special relativity, much in the same spirit as in the Mr. Tompkins adventure by George Gamow (1939). In this paper we go through the different relativistic effects (e.g. length contraction, time dilation, Doppler shift, light aberration) that show up during the boat trip and we explain how these effects were implemented in the 360 video production process. We also provide exercise questions that can be used - in combination with the VR movie - to gain insight and sharpen the intuition on the basic concepts of special relativity.

physics.pop-ph↗
arXiv2018

Development and validation of Critical Thinking Disposition Inventory for Chinese medical college students (CTDI-M)

PURPOSE: Critical thinkers in medical context must be not only "able" but also "willing" to think critically. To develop and conduct psychometric testing of Critical Thinking Disposition Inventory which measure the critical thinking disposition of Chinese medical college students. METHODS: The study was conducted in two stages: (a) item generation and exploratory factor analysis (EFA) and (b) testing of psychometric properties (construct validity, split-half reliability and Cronbach's alpha, and test-retest reliability. The subjects were composed of 441 undergraduate medical and nursing students from a medical university in China. Test-retest reliability of the instrument was determined at two-week interval. Data was analyzed with SPSS13.0. RESULTS: Preliminary 264 items were obtained using an open-ended questionnaire; from which 61 items were reviewed through half open-ended questionnaire, and finally 18 items were chosen. Eighteen final items were sorted into 3 factors, which were identified as "Open-mindedness ", "Systematicity/analyticity" and "Truth seeking". The cumulative percent of variance was 57.66%. The Cronbach's alpha was 0.924 and the factors' alphas ranged from 0.824-0.862. Correlational analysis indicated moderate to high correlations between the subscales and total scores of the CTDI-CM. Our results indicated that open-mindedness and systematicity/analyticity were higher for medical students than nursing students. CONCLUSIONS: This study conducted in a Chinese medical college student population demonstrated a reliable and valid instrument for clinical thinking disposition, which measured motivation and cognitive components. The effect of enrollment year and major on the profiles of critical thinking dispositions was identified, emphasizing the importance of applying specialized teaching to students of different majors.

physics.ed-ph↗
arXiv2018

FTP and NSO: Astronomy With (Several) Robotic Telescopes

We present details of two UK based robotic telescope projects, The Faulkes Telescope Project and the National Schools Observatory. We discuss details on how these projects utilise large aperture robotic telescopes for education purposes.

astro-ph.IM↗
arXiv2018

Towards Better Problem Finding and Creativity in Graduate School Education

The current graduate school education system has largely been focusing on producing better learners and problem solvers. The rise of problem based learning approaches are testimonial to the importance of such skills at all levels of education from early childhood to graduate school level. However, most of the programs so far have focused primarily on producing better problem solvers neglecting problem finding at large. Problem finding, an important skill is a subset and first step in creative problem solving. Most studies on problem finding skills have only focused on industries and corporations for training employees to think out of the box for innovative product design and development. At school or university level, students are generally given a well-defined problem in most Problem Based Learning (PBL) scenarios and problem discovery or how to deal with ill-structured problems is mostly ignored. In this study, we present the Nitobe School Program and discuss our unique curriculum to teach problem finding in graduate school education. We show how introducing problem finding at graduate level increases student's ability to comprehend difficult and wicked problems in a team based learning environment. Moreover, we present how it influences creativity in graduate students resulting in better problem solvers.

physics.ed-ph↗
arXiv2019

HEP Software Foundation Community White Paper Working Group - Training, Staffing and Careers

The rapid evolution of technology and the parallel increasing complexity of algorithmic analysis in HEP requires developers to acquire a much larger portfolio of programming skills. Young researchers graduating from universities worldwide currently do not receive adequate preparation in the very diverse fields of modern computing to respond to growing needs of the most advanced experimental challenges. There is a growing consensus in the HEP community on the need for training programmes to bring researchers up to date with new software technologies, in particular in the domains of concurrent programming and artificial intelligence. We review some of the initiatives under way for introducing new training programmes and highlight some of the issues that need to be taken into account for these to be successful.

physics.ed-ph↗