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We evaluate the impact of rehearsing teaching skills in a classroom simulator on GTAs instructional practices in combined tutorial and laboratory sections of an algebra-based introductory physics sequence over three semesters. GTAs participated in different numbers of simulator rehearsal sessions across the three semesters: no simulator training, one session, and four sessions. We conducted 109 classroom observations for 23 GTAs, using a modified version of Laboratory Observation Protocol for Undergraduate STEM (LOPUS). To classify and characterize GTAs instructional practices, we conducted a hierarchical cluster analysis and found three instructional styles: the group-work facilitators, the whole-class facilitators, and the waiters. These instructional styles vary in multiple GTA codes, including amount of wait time and posing questions in small groups and whole class. We discuss the characteristics of the instructional styles, distributions of GTAs use of the styles in each semester, and the correlation between student learning outcomes and GTA instructional styles.

PERC SM 20

Evaluating the impact of GTA training in a mixed-reality classroom simulator (PERC)

classroom practices

graduate teaching assistants

professional development

simulator

**Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics**

As a gateway discipline to STEM majors and careers, physics plays a central role in deciding who does, and who doesn't, get to discover and pursue scientific careers. Technical and scientific professionals are rewarded with economic privilege and status which affords them both social and cultural power. Therefore, social justice will be realized only when the opportunity, and the choice, to excel in physics is open to all students. The culture and practices of the physics classroom reflect the culture of physics at large, which raises the question of how our professional physics communities can embrace, rather than inadvertently repel, a diverse group of academics that can help improve physics culture.  To this end, the 2021 Physics Education Research Conference will focus on defining inclusive spaces and practices. Additionally, we will explore strategies for eliminating exclusionary practices in our classrooms, research spaces, and professional organizations. We call on the community to propose sessions that will drive conversations related to these initiatives throughout PERC 2021.

Please download the full program [here. ](https://drive.google.com/file/d/1TRMC_SYJ3PUqXyP7sskA7LRSA8ow0eRE/view?usp=sharing)

PERC SM 21

August 4, 2021 - August 5, 2021 in a Virtual Conference Format

Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics

technical paper

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.

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?

A considerable amount of physics education research has been dedicated to conceptual understanding, misconceptions and problem-solving. However, as recently pointed by Zu, Munsell, and Rebello (2019), there is only a limited amount of research on more basic cognitive processes, such as the use of retrieval practice for improved memory. To address this literature gap, we provided a broad array of learning opportunities to students in an introductory mechanics course, with the intent to support both basic and complex learning processes. The learning strategies were: i) retrieval practice for memory strength of basic physics facts, ii) elaborative encoding for building initial associative links, iii) self-explanation for building abstract declarative rules for problem-solving, and iv) peer instruction for conceptual understanding. We present here an overview of the results of this investigation, some of which have already been accepted for publication, for example that weaker students seem to benefit more from retrieval practice.

Providing learning opportunities based on cognitive psychology and PER: Student adoption, attitudes, and results in introductory mechanics

Sudden closure of campus facilities due to the COVID-19 pandemic during the academic spring term of 2020 required the delivery of a multi-section, calculus-based introductory physics course to be administered in a remote, online manner. The transition for the courses required an adjustment of all formative and summative assessments, delivery of course lectures, communication avenues, office hour availability, and battles with technology. This poster explores the attitudes, perceptions, conceptual understanding, and overall impressions obtained from student responses to an attitudes survey, a force concept inventory, as well as exam and quiz self-reflection wrappers. Student data is comprised of pre- and post-transition results and comments. An examination of the impact on student learning from both a qualitative and quantitative view reveals relevant practices (both effective and ineffective) for dealing with unforeseen disruptions in a multi-section, introductory physics course.

Responses from introductory physics students during the remote learning transition

"Ordinary differential equations (ODEs) occupy an essential role in most physicists work as an important tool for modeling. However, in this preliminary analysis of three semesters worth of pre-instructional surveys in a math methods course, we have found that purely relying on rote solving of de-contextualized ODEs generally is not productive for contextualized physics problems. In addition to showcasing several example of this
phenomena, we describe several elements of ODEs that beginner students struggle to grasp as documented by previous researchers and how emphasizing these elements might be a potential avenue towards more productive strategies regarding ODEs in physics."

Ordinary Differential Equations in Math and Physics: Some Preliminary Observations

Computational thinking (CT) is the third pillar of the scientific method along with theory and experimentation and is a fundamental skill that students should be equipped with. Research on CT has only been active for the last 10 years and the integration of CT aspects in instruction is a widely expanding phenomenon in physics classrooms. While there are some descriptions of expert CT skills in the literature, there is a minimal description of novice CT skills and no accepted framework that describe novice behavior. In this study, we used video data of student group interactions and by using an existing framework of computational modeling processes, we document how novice students engage in tasks that involve CT in an introductory physics lab. We discuss how these results could help instructors and researchers better think about and design instruction that fosters the development of students CT skills.

Development of Computational Thinking Skills in an Introductory Physics Lab

One expected student outcome of physics instruction is a set of quantitative reasoning skills that includes evaluation of problem solutions. As part of a larger project, we developed and administered tasks to physics students that probe their use of these kinds of evaluation strategies. In an interview setting, we asked pairs of students either first-years or juniors, to evaluate expressions for the final velocities of two skaters involved in a one-dimensional elastic collision. The techniques used by both groups show the differences between novice and intermediate versions of certain evaluation strategies. We focus on the role of algebra and mathematical operations in the checking process as well as how the students seem to view equations. For instance, first-years strategies focused on numerical substitution to satisfy conservation of momentum, while juniors checked special cases of mass and/or velocity and used ratios of variables rather than specific numerical values.

A tale of two approaches: Comparison of evaluation strategies in physics problem solving between first- and third-year students.

This investigation is situated within an ongoing project which seeks to understand student thinking in upper-division introductory quantum mechanics courses. Recently, the Quantum Mechanics Concept Assessment (QMCA) was revised to include additional items in spin-basis contexts to reflect the rising prevalence of the "spins-first" instructional paradigm. In this work, we utilize exploratory factor analysis to group items on the QMCA based on common variance. Student responses were collected from several large institutions over the 2018-2019 academic year, with the three largest institutions following a "spins-first" curriculum. In interpreting our factor structure, we focus on the placement of isomorphic questions and the original concept framework of the QMCA, as well as a tentative interpretation of factor groupings. We conclude by discussing how these groupings may be further investigated, as well as implications for subsequent iterations of the QMCA and research on student thinking in these two contexts.

Exploratory factor analysis of the Quantum Mechanics Concept Assessment

The challenges of teaching astronomy concepts at post-primary education have been well documented in the literature. Meaningful teaching of astronomy is conceptually demanding, as some of the scientific explanation for everyday natural events are not obvious and sometimes counter-intuitive. Consequently, students hold various misconceptions and can develop negative attitudes about astronomy learning. In order to support the development of more robust conceptual knowledge in students, it is crucial to understand the alternative conceptions that students bring to the classroom, and how these must be considered and dealt with through instruction. In this presentation, we will report the alternative conceptions elicited from 483 Irish students aged between 12 to 16 years from a quasi-experimental study focused on four astronomical phenomena: seasons, the Earths motion in space, gravity and the origin of our universe. In addition, our results suggest how to construct learning experiences to tackle student misconceptions.

An investigation of Irish students' alternative conceptions of astronomy

Chili and mistakes: Students reflect on research

We present a preliminary analysis of the effect of the COVID-19 pandemic on students in the context of a large enrollment introductory physics course. During the spring of 2020, ours was one of thousands of courses forced to change abruptly from face-to-face instruction to online delivery. We report the effects of this change on students through the lenses initially available to us, including our online homework system, an online forum, and the course evaluations. While preliminary, our results suggest that students were generally unhappy with the transition, but this disappointment did not translate into significantly reduced effort or success. Their primary concerns were not technological but stemmed from behavioral considerations either internal to themselves or external, from the instructor. Although the event probed here was the pandemic, our observations and conclusions may be applicable to other situations in which instruction changes suddenly due to natural or human-caused disasters.

Physics students’ reactions to an abrupt shift in instruction during the COVID-19 pandemic

Since the call to action in 2003, many physicists and physics education researchers have dedicated their efforts into the reform of the Introductory Physics Life Science majors (IPLS) course. Life science and Health care experts strongly encourage IPLS instructors to cover some topics in more depth: fluids, diffusion, osmosis, entropy, enthalpy, and electrostatic forces at the microscopic level. Our research team has focused our efforts to improving IPLS students' understanding of fluids. My role has been to use my expertise in Research-Based Conceptual Assessment Instruments (RbCLAI) development, to develop a methodology for the development of the Fluids Conceptual Evaluation (FCE), an evaluation instrument designed to assess IPLS students' understanding of fluids statics and dynamics. In this poster, I will discuss the different considerations that went into this development methodology, specifically the roles of psychometrics and Rasch analysis.

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Providing learning opportunities based on cognitive psychology and PER: Student adoption, attitudes, and results in introductory mechanics

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