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AAPT SM 20

Scrutinize SA-student interaction in inquiry-oriented college physics courses - Poster

student assistant

college physics

questioning

pedagogical content knowledge

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. 

poster

How can we achieve our teaching and learning goals in an introductory physics course for non-majors? At CU Boulder we are employing an array of strategies including group work, reformed labs, and two-stage exams. We will also discuss how a department can encourage good teaching by using research-based assessments and teaching circles.

Introductory Physics at CU Boulder

Past research suggests that students’ epistemological framing affects their learning of physics content. In this talk, we will investigate this idea in the context of resource-oriented instructional materials. Resource-oriented instructional materials aim to elicit and build from student resources for understanding physics -- context-dependent “pieces of knowledge” which can be leveraged to develop sophisticated scientific understandings. We will explore a case in which students’ epistemological framing affects their experience of our resources-oriented instructional materials and discuss implications for instructional design.

Student Frustration with Resources-Oriented Instruction: A Sociocultural Lens

Recently, there has been a lot of interest in assessing the gender bias in a number of widely-used conceptual surveys. One recent study by Traxler et al. found several items on the FCI to be biased towards male students. In this work, we examine if the same items are problematic when administered in an online format across different institutions (via the LASSO platform). Using Classical Test Theory (CTT) and Item Response Theory (IRT), we find that most FCI items are substantially unfair to women, supporting the findings of Traxler et al. Additionally, items that had the most bias towards men are consistent with those Traxler et al. suggested removing to reduce the overall gender bias in the FCI.

Evaluating Gender Differences in the FCI via the LASSO Platform

How Can You Light The Bulb? - Student Engineered Electrophorus

Science of Light and Color Presented Through Examining Visual Arts

A van der Waals Phase Transition in a Compact Star

Teaching a blended course with TopHat - Poster

Development of an Instrument to Measure Student Assistants’ PCK-Q - Poster

Transformation of introductory mechanics lab at Fort Lewis College

AAPT Panel: 30 demos in 60 minutes

technical paper

https://d3smihljt9218e.cloudfront.net/transcript/847/subtitle/db84899123b1235fd6e6466e1359842c.vtt

English (automatic)

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Scrutinize SA-student interaction in inquiry-oriented college physics courses - Poster

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Introductory Physics at CU Boulder

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Scrutinize SA-student interaction in inquiry-oriented college physics courses

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