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AAPT SM20

Physics-specific Discourses and white identity: Examples from classroom video

physics.

whiteness

identity

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. The program featured plenary speakers, sessions, workshops and many special activities.

For more information please visit the 2020 AAPT Virtual Summer Meeting page at: https://www.aapt.org/Conferences/SM2020/index.cfm.


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.

PERC SM20

technical paper

Using Interactive Online Modules to Improve Student Learning

Examining Student Application of Matrix Algebra and Eigentheory

Introducing Current Research to Students Utilizing BiteScis Lessons Remotely

Student reasoning about integration of charge density

Effective technological methods and teaching practices adopted to successfully complete the calculus based physics II course in remote method

This astrophysics research is intended to use methods of spectroscopy to measure the redshift of quasar 3C 273. This tendency of the spectra of quasars to be redshifted is important because it indicates that these bodies are receding from Earth at rates proportional to their distance. This is an important indicator of the expansion of the universe. After collecting this data, we hope that a physics laboratory experiment to perform measurements like this can be developed at Saginaw Valley State University.

Using Spectroscopy to Measure the Redshift in Quasars

As part of a larger study of exploring students’ problem solving in small groups, we investigated how an instructor influences students’ epistemic framing in an upper-division electromagnetism class. We use the CAMP (Conceptual, Algorithmic, Mathematics, Physics) framework to investigate the dynamics of students’ frames
surrounding their interaction with the instructor, tracking frame triplets before, during and after the instructor’s intervention during tutorial sessions. We present a case study of one such triplet (AP, CP, AP) by qualitatively analyzing student interaction with the instructor. Careful examination indicates that disagreements during the interaction necessitated the instructor to initiate conceptual discussion thereby causing a frame shift from an algorithmic to a conceptual frame.

Qualitative Analysis of Students’ Epistemic Framing Surrounding Instructor’s Interaction

Using 3D Printed Atomic Force Microscope Models to Facilitate Instruction

Measuring the speed of sound with 3 technologies

Using Spandex to Teach Physics

poster

https://d3smihljt9218e.cloudfront.net/transcript/321/subtitle/4dc62f6ca665fa2359b29cd5f8340e9b.vtt

English (automatic)

Physics-specific Discourses and white identity: Examples from classroom video

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