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AAPT SM 20

Thinking Like a Physicist in the Middle-grades: Promising Results from 7th-grade Students Studying Magnetism

evidence

magnetism

modeling

ngss

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 SM 20

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?

poster

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.


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. 

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Simply having a virtual reality planetarium facility to immerse students beneath a projected night sky in and of itself is insufficient to automatically ensure student learning occurs. Modern teaching strategies, like active learning, have consistently shown to move students toward a better and longer-lasting understanding in classrooms, and one naturally wonders how this plays out in the planetarium. This observational study evaluated the nature of active learning-based formative assessment conversation cycles in the planetarium and, using follow up clinical interviews, identified rationale or barriers to their use. A synthesis of collected data found scant evidence of complete formative assessment conversation cycles, but varying degrees of interactivity between the planetarium lecturer and the audience were observed. Similar to what researchers report about typical K-12 classrooms, the results of this study reveal that active learning featuring assessment conversation cycles is largely absent in the planetarium programs sampled.

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technical paper

https://d3smihljt9218e.cloudfront.net/transcript/797/subtitle/7071f8d5fc9494eed88be991140e8f04.vtt

English (automatic)

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Thinking Like a Physicist in the Middle-grades: Promising Results from 7th-grade Students Studying Magnetism

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Student evaluation of more or better experimental data in classical and quantum mechanics

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