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One argument for keeping the physics GRE is that it can help applicants who might otherwise be missed in the admissions process stand out. In this work, we evaluate whether this claim is supported by physics graduate school admissions decisions. We used admissions data from five PhD-granting physics departments over a 2-year period to see how the fraction of applicants admitted varied based on their physics GRE scores. We compared applicants with low GPAs to applicants with higher GPAs and applicants from large undergraduate universities to applicants from smaller undergraduate universities. We find that for applicants who might otherwise have been missed (e.g. have a low GPA or attended a small school) having a high physics GRE score did not seem to increase the applicants chances of being admitted to the schools. However, having a low physics GRE score seemed to penalize otherwise competitive applicants.

PERC SM 20

The Physics GRE does not help overlooked applicants

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

poster

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.

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?

Emergent Explicit Group Regulation in Scientific Inquiry

Musings on how to understand the specific affordances of labs

Instructional Pragmatism: Using a Variety of Evidence-based Approaches Flexibly to Improve Student Learning

We explore how students visual gaze changes as they tackle sequential and simultaneous synthesis problems. Sequential problems involve multiple events that occur chronologically, and simultaneous problems involve events that occur concurrently. Using eye tracker, we recorded students eye movements when they handled the tasks and verbalized their problem-solving strategies. These students (N = 22) were from an introductory calculus-based physics course. Results indicate that students made more gaze transitions between problem statement and diagram in simultaneous tasks than in sequential ones. However, they made more gaze transitions between different elements of the diagram in sequential tasks than in simultaneous ones. Further, for the sequential tasks, most students identified two concepts (regardless of correctness) but often invoked only one concept for simultaneous tasks. The results indicate that students tended to divide sequential problems into segments of smaller tasks but treated simultaneous problems as a single-step task.

Students' visual gaze in solving sequential and simultaneous synthesis problems

Research-based instructional strategies in physics promote active participation in collaborative activities as a primary means for students to construct understanding. This emphasis is in line with situated learning theory, in which learning is indicated by a students increasing centrality in a community. In both perspectives, to learn more is to engage more centrally: to start discussions, conduct experiments, write on the board, decide when a question has been answered, and so on. In a study of small-group collaborative learning activities in introductory physics classrooms at four different universities, we observe that as students engage with one another and with instructors, they are not only negotiating physics concepts, but also negotiating social positioning. Some students are centered (and their contributions are valued), while others are marginalized (and their contributions are neglected). The aim of this research is to become conscious of how centering and marginalization shape the way physics is taught and learned.

Centering and marginalization in introductory university physics courses

In order to make physics more diverse and inclusive, it is important to recognize and understand factors preventing students from pursuing physics. The effect of spiritual goals and religiousness on physics career choice is an understudied area in the physics education community, despite there being known historic tensions between religion and science in the West (e.g. the Inquisition of Galileo). Drawing on publicly accessible national survey data from the Higher Education Research Institute (HERI), we examine the effect of spiritual/religious goals on choosing a physics major for US freshmen college students. Our study shows that students who identify themselves as more spiritual/religious are significantly less likely to choose physics as their majors. In addition, we examine how the effect of spirituality/religiousness is different for students from underrepresented groups such as women, African American/Black students, and Hispanic students.

The Effect of Spirituality and Religiousness on Students Physics Career Choice in the US

This work applied exploratory factor analysis (EFA) and graded Item Response Theory (IRT) to a large sample (N=4522) of Colorado Learning Attitudes about Science Survey (CLASS) post-test scores. EFA failed to reproduce the factor structure suggested by the authors of the CLASS and strongly supported the alternate 3-factor model suggested by Douglas et al. Graded IRT allowed an examination of the progression from non-expert-like to expert-like beliefs. This progression was generally uniform with a linear relation between the difficulty of each step in the progression. Some items within the factors identified by Douglas et al. had difficulty and discrimination parameters substantially different than other items in the factor suggesting the subscale is not unidimensional. The expert-like latent ability trait estimated by IRT correlated more strongly with measures of physics performance than measures of general academic performance indicating that expert-like beliefs are not a general property of high performing students.

Exploring the CLASS with Item Response Theory

Many students leave secondary school without having an appropriate conceptual understanding of simple circuits. Voltage in particular has proven to be a difficult concept. Furthermore, research has shown that girls tend to have a lower interest in physics than boys. However, it is unclear whether decades of research on students conceptual difficulties e.g. with voltage as well as research into ways to promote girls interest have had a significant impact on physics classrooms. For this reason, the conceptual understanding of electric circuits as well as the interest in physics of N = 1207 traditionally taught students in Germany and Austria was assessed using a valid and reliable multiple-choice test. The presented poster will report on the key findings of this assessment which suggest that girls are still not as interested in physics as boys and that students do not have an adequate conceptual understanding of voltage even after instruction.

Evaluating secondary school students interest and conceptual understanding of circuits

We analyzed the climate experiences of LGBT+ physicists through an online survey (N=324) collected by the committee on LGBT+ physicists for the American Physical Society. Results demonstrated the impact of workplace climate (positive and negative), the observation and experience of exclusionary behavior, and status as a student on how out physicists were about their LGBT+ identity. We found that being a student, exposure to exclusionary behavior, and both positive and negative workplace climate were significant predictors of outness to coworkers. The climate model can explain 22% of the variance in outness using these significant features. The results indicate that a positive workplace climate is a strong predictor of outness suggesting the further importance of proactively inclusive physics communities.

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The Physics GRE does not help overlooked applicants

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Emergent Explicit Group Regulation in Scientific Inquiry

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