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AAPT SM 20

The additional benefit of working in same-gender groups on students’ self-efficacy in introductory physics

belonging

self-efficacy

equity

introductory

group work

gender

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?

technical paper

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. 

Exploratory factor analysis of the Quantum Mechanics Concept Assessment

A New Model for Public Engagement Partnerships With High Schools

Physics Motivation and Math Anxiety at a Small Liberal Arts College

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Preliminary Results for the Effect of Mousebites on Energy Resolution in the CMS HGCAL

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.

Nature of Formative Assessment-Based Active Learning in Interactive Planetarium Shows

Understanding the student experience with emergency remote teaching - Poster

Using 3D Printed Atomic Force Microscope Models to Facilitate Instruction - Poster

Framework of goals for writing in physics lab classes - Poster

Investigating partnerships and funding for the Physics Education Research community - Poster

poster

https://d3smihljt9218e.cloudfront.net/transcript/709/subtitle/a8a0f208cab0bdb24ec04621c1450363.vtt

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The additional benefit of working in same-gender groups on students’ self-efficacy in introductory physics

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Exploratory factor analysis of the Quantum Mechanics Concept Assessment

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