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arXiv2018

Mentor Protege Matchmaking Framework for IT Entrepreneurs: A Qualitative Study

This study proposes a framework for matchmaking a mentor and mentee by exploring intentions of entrepreneurs towards mentoring. The framework based on Theory of Planned Behaviour, Institutional Theory and Social Exchange Theory were applied to explore factors that influenced intentions of IT-Entrepreneurs in Malaysia towards mentoring. It was applied at three different phases to understand how selection of mentor changes from one phase to another, and identify type of mentoring support that entrepreneurs need during each phase. Qualitative data were collected from entrepreneurs through semi-structured interviews and analysed using NVivo10. Findings showed that entrepreneurs need different mentoring support and skills when they go through each phase of their entrepreneurial career. The conception phase is the most important phase because entrepreneurs are still in the process of developing their product and want a mentor to help them to evaluate the viability of their product. Entrepreneurs at this phase are also more concerned about the surface level characteristics of mentor such as age, gender, race and language than the other phases. At the start-up phase, entrepreneurs want a mentor who can provide them networking support and help them in decision making. Besides that, the IT entrepreneurs think that mentoring services provided in the incubators are very generic and not helpful. On the contrary, entrepreneurs at the growth phase want a mentor whom they see as a role model and is more experienced and successful. Entrepreneurs at this phase do not care much about factors such as gender, race and religion of the mentor.

physics.ed-ph↗

arXiv2018

Blended learning models

The article presents the authors' organizational model of blended learning on the basis of existing models of learning at higher educational establishments. The model provides for using the learning management system and reflects current developments of ICT use theory and methodology.

cs.CY↗

arXiv2018

A.V. Usova's Contribution to the Field of Concept Learning in Physics Classroom

A.V. Usova (1921-2014) has always been one of the leading figures in Russian physics education. Her theory of physics concept formation was formulated during the 1970s and the 1980s and directly influenced the process of physics education in the 20th and the 21st century. Over the years there have been a lot of theories of concept formation. Her work contributed to our understanding of concept formation (learning, teaching) and the contemporary physics learning process. She formulated her original views on the problem of concept formation independently of Western researchers. She is perhaps the most important Russian educational theorist in the field of concept learning. A.V. Usova suggested to physics teachers the model of concept formation that describes: methods of learning concept in physics classroom, conditions of successful concept formation in physics teaching; structure of complex scientific concepts formation (stages of concept formation), the influence of interdisciplinary teaching on the scientific concept formation, criteria and levels of physics concept formation, methods and techniques of analysis of the quality of concept formation, the role of educational observation and experimentation in the scientific concepts formation, methodology formation for complex physics concepts "work" and "energy". This paper deals with both the historical A.V. Usova's contribution review and also issues raised by post-Usova approaches.

physics.ed-ph↗

arXiv2018

Women in Science: Surpassing Subtle and Overt Biases through Intervention Programs

This study discusses factors that keep women from entering science and technology, which include social stereotypes that they struggle against, lack of maternity leave and other basic human rights, and the climate that makes them leave research positions for administrative ones. We then describe intervention processes that have been successful in bringing the ratio of women close to parity, compare different minorities in the US, and also consider data from India, Western and Eastern Europe. We find that programs that connect the different levels of education are needed in addition to hiring more women, providing them with basic human rights from when they begin their PhD onwards and promoting support networks for existing employees. The authors of this paper hail from Sri Lanka, Romania, India, and the United States. We hold undergraduate and graduate degrees in physics or chemistry from the United States, India and Switzerland. Our conclusions are based on data that is publicly available, on data we have gathered, and on anecdotal evidence from our own experience.

physics.ed-ph↗

arXiv2018

Operationalizing relevance in physics education: using a systems view to expand our conception of making physics relevant

A common hope of many physics educators and researchers is that students leave the course with a stronger sense that physics is relevant to them than when they entered the course. Multiple survey measures have attempted to measure shifts in students' beliefs on the relevance of physics but frequently the results show a negative shift in students' beliefs and are often reported as a failure of students to "see the relevance." We challenge this interpretation by first operationalizing relevance as a construct by using existing theories on beliefs and attitudes. We utilize ecological systems theory to identify rich sites of relevance in students lives and present evidence to demonstrate the rich ways students are able to make relevant connections to physics. We then reflect on the implications of this expanded view on the limitations of past measures of relevance. We articulate how incorporating students' disciplinary ideas and expertise into the classroom can challenge previous deficit-framed narratives of students' abilities to find the relevance of physics.

physics.ed-ph↗

arXiv2018

Assessment of critical thinking in physics labs

Despite the significant amount of time undergraduate students spend in introductory physics labs, there is little consensus on instructional goals and accepted diagnostic assessments for these labs. In response to these issues, we have developed the Physics Lab Inventory of Critical thinking (PLIC) to assess students' proficiency with critical thinking in a physics lab context. Specifically, the PLIC aims to evaluate students' skills in making sense of data, variability, models, and experimental methods and to assess the effectiveness of lab courses at developing these skills. Here, we discuss the statistical and expert validation of this instrument using 2681 valid student responses collected from 12 institutions during the 2017-2018 academic year. As a part of our validation, we address the impact of lab design on student performance on the instrument.

physics.ed-ph↗

arXiv2019

Missing data and bias in physics education research: A case for using multiple imputation

Physics education researchers (PER) commonly use complete-case analysis to address missing data. For complete-case analysis, researchers discard all data from any student who is missing any data. Despite its frequent use, no PER article we reviewed that used complete-case analysis provided evidence that the data met the assumption of missing completely at random (MCAR) necessary to ensure accurate results. Not meeting this assumption raises the possibility that prior studies have reported biased results with inflated gains that may obscure differences across courses. To test this possibility, we compared the accuracy of complete-case analysis and multiple imputation (MI) using simulated data. We simulated the data based on prior studies such that students who earned higher grades participated at higher rates, which made the data missing at random (MAR). PER studies seldom use MI, but MI uses all available data, has less stringent assumptions, and is more accurate and more statistically powerful than complete-case analysis. Results indicated that complete-case analysis introduced more bias than MI and this bias was large enough to obscure differences between student populations or between courses. We recommend that the PER community adopt the use of MI for handling missing data to improve the accuracy in research studies.

physics.ed-ph↗

arXiv2018

Hierarchical Linear Modeling Approach to Measuring the Effects of Class Size and Other Classroom Characteristics on Student Learning in an Active-Learning Based Introductory Physics Course

The effect of class size on student learning has numerous policy implications and has been a major subject of conversation and research for decades. Despite this, few studies have been done on class size in the context of university settings or physics courses. After discussing some of the reasoning behind hierarchical linear modeling (HLM) as well as how to interpret the results of an HLM analysis while grounding this study in measurement theory as it applies to course grades, this paper goes on to examine the effect of class size in active-learning based introductory physics courses using a series of hierarchical linear models. It is found that class size over the ranges studied does not have a significant effect on student grades which were used as a proxy for student understanding of the underlying material. However, a variety of issues and limitations means this is certainly not the end of the story and there is still much to be done and discussed when it comes to these courses and the various factors which affect student achievement in them, both theoretically and empirically.

physics.ed-ph↗

arXiv2018

Intransitive Machines

The intransitive cycle of superiority is characterized by such binary relations between A, B, and C that A is superior to B, B is superior to C, and C is superior to A (i.e., A>B>C>A - in contrast with transitive relations A>B>C). The first part of the article presents a brief review of studies of intransitive cycles in various disciplines (mathematics, biology, sociology, logical games, decision theory, etc.), and their reflections in educational materials. The second part of the article introduces the issue of intransitivity in elementary physics. We present principles of building mechanical intransitive devices in correspondence with the structure of the Condorcet paradox, and describe five intransitive devices: intransitive gears; levers; pulleys, wheels, and axles; wedges; inclined planes. Each of the mechanisms are constructed as compositions of simple machines and show paradoxical intransitivity of relations such as "to rotate faster than", "to lift", "to be stronger than" in some geometrical constructions. The article is an invitation to develop teaching materials and problems advancing the understanding of transitivity and intransitivity in various areas, including physics education.

math.HO↗

arXiv2018

A two-phase study examining perspectives and use of quantitative methods in PER

While other fields such as statistics and education have examined various issues with quantitative work, few studies in physics education research (PER) have done so. We conducted a two-phase study to identify and to understand the extent of these issues in quantitative PER . During Phase 1, we conducted a focus group of three experts in this area, followed by six interviews. Subsequent interviews refined our plan. Both the focus group and interviews revealed issues regarding the lack of details in sample descriptions, lack of institutional/course contextual information, lack of reporting on limitation, and overgeneralization or overstatement of conclusions. During Phase 2, we examined 72 manuscripts that used four conceptual or attitudinal assessments (Force Concept Inventory, Conceptual Survey of Electricity and Magnetism, Brief Electricity and Magnetism Assessment, and Colorado Learning Attitudes about Science Survey). Manuscripts were coded on whether they featured various sample descriptions, institutional/course context information, limitations, and whether they overgeneralized conclusions. We also analyzed the data to see if reporting has changed from the earlier periods to more recent times. We found that not much has changed regarding sample descriptions and institutional/course context information, but reporting and overgeneralizing conclusions has improved over time. We offer some questions for researchers, reviewers, and readers in PER to consider when conducting or using quantitative work.

physics.ed-ph↗

arXiv2018

Multiple choice homework as a cost-effective and efficient tool for student self-training

A self-training scheme geared at inducing students to improve their skills through independent homework is presented. The motivation is to identify an inexpensive, yet effective tool for raising the competence level of students in the Fundamental Sciences (in particular Physics). Since globally existing financial restrictions do not allow for extensive supervised work, a scheme is devised where the additional personal training is rewarded through bonuses in the grade, while safeguarding against the danger of cheating. Overburdening the instructors is avoided through the use of computer-based grading of homework, while a carefully chosen bonus plan, weighted by the grades obtained in supervised tests, counters the effects of potential cheating.

physics.ed-ph↗

arXiv2018

Simulation using random numbers

This article is devoted to methods of construction and study of stochastic models based on Monte Carlo method. A model of Brownian motion, the construction and processing which brings to a world of random numbers and mathematical statistics, promotes understanding of the probability distribution, in particular illustrates two common distributions: uniform and normal.

physics.ed-ph↗

arXiv2018

Tools of computer simulation in learning physics

The article deals with the problem of intellectual development of students in learning of physics by means of computer simulation. The main objectives of teaching computer simulation in learning of physics is the general outlook development, mastery of modelling as a method of knowledge, the development of practical skills of computer simulation, the implementation of inter-subject relationship, development and professionalization of computer skills, building skills of project activities. It is shown that the means of computer simulation of physical processes is one of the components of intellectual learning environment. It is spoken in detail about classification of simulation software such as software of demonstration and modelling and educational software tools which means environment of activity. Using software of demonstration and modelling allows for establish interdisciplinary communication, improve the quality of knowledge, create a positive motivation, enhance student interest in the subject. Educational software tools which means environment of activity is an intelligent educational systems, the use of which contributes to the understanding of the essence of the logical relationship between the original and models, especially the construction of models, form the students an idea of modelling as a method of learning about the world. Accordingly the adequate use of educational software tools which means environment of activity in learning of physics is contribute to the development of intelligence of students.

physics.ed-ph↗

arXiv2018

The application features MMC mobile SAGE course of Mathematics

Using SCM higher mathematics course allows you to: more clearly understandable apply theoretical material; deprive students of routine calculations; provide multilevel learning process, and therefore enhances cognitive interest and most importantly - to make learning faster and meaningful.

physics.ed-ph↗

arXiv2019

Modelling the Dropout Patterns of MOOC Learners

We adopted survival analysis for the viewing durations of massive open online courses. The hazard function of empirical duration data is dominated by a bathtub curve and has the Lindy effect in its tail. To understand the evolutionary mechanisms underlying these features, we categorized learners into two classes due to their different distributions of viewing durations, namely lognormal distribution and power law with exponential cutoff. Two random differential equations are provided to describe the growth patterns of viewing durations for the two classes respectively. The expected duration change rate of the learners featured by lognormal distribution is supposed to be dependent on their past duration, and that of the rest learners is supposed to be inversely proportional to time. Solutions to the equations predict the features of viewing duration distributions, and those of the hazard function. The equations also reveal the feature of memory and that of memorylessness for the viewing behaviors of the two classes respectively.

physics.ed-ph↗

arXiv2020

The Harvard Science Research Mentoring Program

The last decade has seen a proliferation of mentoring programs that provide high-school students authentic research experiences. Such programs expose students to front-line research, equip them with basic research skills (including coding skills), and introduce them to scientist role models. Mentors in such programs range from undergraduate students to faculty members. Here, I describe the founding and first two years of operation of the Harvard Science Research Mentoring Program (SRMP). This program specifically recruits advanced graduate students and postdoctoral scholars to serve as mentors. By mentoring high-school students over a long timescale (September to May), early-career scientists gain hands-on experience in the skills required to advise students|skills that are often required of them in future academic positions yet seldom taught by academic institutions. Finally, I invite directors of existing and prospective SRMPs to join the Global SPHERE Network, through which directors of SRMPs around the world can share their experiences, best practices, and questions.

physics.ed-ph↗

arXiv2018

Using Mathcasts to Facilitate Student Comprehension of Physical Applications of Math Concepts

Many Physics Education Researchers have discussed the positive correlation between students' incoming mathematics skills and performance in their physics classes. Thus, in order to strengthen their performance gains in their physics courses, professors strive to bolster students' mathematics abilities but in-class time constraints force instructors to focus their lesson plans on physics concepts rather than renewing mathematics material. For the sake of preserving in-class time, many instructors are turning to lecture delivery outside of class by way of flipped classrooms and MOOCs (Massive Online Open Courses). Videos can strengthen problem-solving skill sets and some PER researchers have begun moving worked problems and class lectures to YouTube. YouTube videos even have a relatively long history of being used for in-class discussions. We aimed to provide students with videos that directly connected mathematics concepts from previous classes (such as dot/cross products, limits of integration, solving systems of equations, etc.) to E&M concepts in their current class (such as work/torque, electric fields from continuous objects, Kirchoff's Laws, etc.).

physics.ed-ph↗

arXiv2018

Observation of relativistic corrections to Moseley's law at high atomic number

Transitions between low-lying electron states in atoms of heavy elements lead to electromagnetic radiation with discrete energies between about 0.1~keV and 100~keV (x rays) that are characteristic of the element. Moseley's law --- an empirical relation first described by Moseley in 1913 which supported predictions of the then-new Bohr model of atomic energy levels while simultaneously identifying the integer atomic number $Z$ as the measure of nuclear charge --- predicts that the energy of these characteristic x rays scales as $Z^2$. The foundational nature of Moseley's experiment has led to the popularity of Moseley's law measurements in undergraduate advanced laboratory physics courses. We report here observations of deviations from Moseley's law in the characteristic $K_α$ x-ray emission of 13 elements ranging from $Z=29$ to $Z=92$. %: Cu, Rb, Mo, Ag, In, Ba, Tb, Ta, W, Pb, Au, Pt, and U. While following the square-law predictions of the Bohr model fairly well at low $Z$, the deviations become larger with increasing $Z$ (negligible probability of the Bohr model fitting data by a $χ^2$ test). We find that relativistic models of atomic structure are necessary to fit the full range of atomic numbers observed (probability value of $0.20$ for the relativistic Bohr-Sommerfeld model). As has been argued by previous authors, measurements of the relativistic deviations from Moseley's law are both pedagogically valuable at the advanced laboratory level and accessible with modern but modest apparatus. Here, we show that this pedagogical value can be be extended even further --- to higher $Z$ elements, where the effects are more dramatically observable --- using apparatus which is enhanced relative to more modest versions, but nevertheless still accessible for many teaching laboratories.

physics.ed-ph↗