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AAPT SM 20

Physics Motivation and Math Anxiety at a Small Liberal Arts College

physics curriculum

math anxiety

physics motivation

Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. Attending the virtual summer meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

Please log in with your AAPT account or register for the event if you haven't already.

If you are registered please note that you need to be logged in with your AAPT email / credentials in order to get access.

AAPT SM 21

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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. 

Investigating a collaborative group exam as an instructional tool to address student reasoning difficulties that remain even after instruction

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.

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Physics Motivation and Math Anxiety at a Small Liberal Arts College

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Investigating a collaborative group exam as an instructional tool to address student reasoning difficulties that remain even after instruction

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