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This study investigated the impact of an instructional intervention on student scientific reasoning skills and general attitudes toward science. The intervention consisted of nine PhET simulations introduced to a general education physics class. Students manipulated the simulations while completing worksheets testing their comprehension of the concepts and the scientific reasoning being displayed. Completion of each PhET simulation activity took students about 50 minutes to complete. Lawson’s Classroom Test of Scientific Reasoning was administered to assess improvement in student scientific reasoning skills, and the CLASS was used to assess changes in student attitudes towards science. Pre-to post Lawson results show gains in scientific reasoning. CLASS pre to post indicated overall shifts to expert-like responses. Qualitative data in the form of student surveys was collected and showed approval of use PhET simulations in the class.

PERC SM 21

Effect of PhET simulations in a general education physics course

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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.

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AAPT SM 21

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**Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics**

As a gateway discipline to STEM majors and careers, physics plays a central role in deciding who does, and who doesn't, get to discover and pursue scientific careers. Technical and scientific professionals are rewarded with economic privilege and status which affords them both social and cultural power. Therefore, social justice will be realized only when the opportunity, and the choice, to excel in physics is open to all students. The culture and practices of the physics classroom reflect the culture of physics at large, which raises the question of how our professional physics communities can embrace, rather than inadvertently repel, a diverse group of academics that can help improve physics culture.  To this end, the 2021 Physics Education Research Conference will focus on defining inclusive spaces and practices. Additionally, we will explore strategies for eliminating exclusionary practices in our classrooms, research spaces, and professional organizations. We call on the community to propose sessions that will drive conversations related to these initiatives throughout PERC 2021.

Please download the full program [here. ](https://drive.google.com/file/d/1TRMC_SYJ3PUqXyP7sskA7LRSA8ow0eRE/view?usp=sharing)

August 4, 2021 - August 5, 2021 in a Virtual Conference Format

Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics

The rush to online course delivery in response to COVID-19 revealed limitations of commercially available online virtual labs. Existing virtual lab experiences focus on content delivery and generally poorly support student exploration. As well, the effectiveness of virtual labs is not well understood, particularly for specific student populations including Hispanic/Latinx students. To address these issues, educators in the California State University system designed three virtual labs that focus on high impact scientific and mathematical processes, relate to real life events brought about by the pandemic, and are culturally responsive and trauma-informed. This poster shares initial results from educational research focused on student experiences in the new upper-division physics virtual lab. The primary methodology for this research is user experience (UX) testing, an interview-based method in which users (students) are asked to talk aloud as they complete tasks (virtual course/lab). Led by a student researcher, UX testing was selected to empower students to have a safe space to share their experiences with another peer to gather feedback to improve/continue virtual course/lab structure. UX testing is effective with small numbers of participants; five users is ideal for discovering problems in an existing system because the probability of users encountering a usability issue is 31% according to an average problem frequency and can find 85% of the problems (Sauro 2012). In this study, three of five students interviewed identify as Hispanic/Latinx. UX testing showed a 100% success rate and provided insights connected to course/lab resources, organization, and future approaches to virtual labs. Findings from pre/post surveys on student self-efficacy (Chen, Gully & Eden 2001) and sense of belonging (Floyd-Smith, et al, 2010) are also shared. Student reflections on the method of UX testing show that the research method, itself, contributes to student sense of belonging.

Reimagined Virtual Upper-Division Physics Laboratory Experiences in Response to the COVID-19 Pandemic: Findings from User Experience Testing

Attending to students' motivation to adopt computation as a physics practice is essential in effectively integrating computation into physics education. Within the Communities of Practice (COP) framework, addressing this motivational need involves inducting students into the community's sense of joint enterprise, which includes physicists' motivating reasons for adopting computational practices. We used the COP framework to interview students and instructors in the semester after they completed a set of computationally integrated upper division physics courses. This timing allowed us to assess students' perceptions of computation after they were no longer required to engage in computation in their coursework. This article discusses the reasons for using computation in physics identified by these students and instructors. We find that the students saw computation as a normative physics practice, and that they identified reasons for using computation that are consistent with those held by their instructors and the broader physics community. However, we also observe differences in the ways that these instructors and students articulated these reasons: The instructors drew on their research experience with computation, while the students drew on experience from coursework; each student tended to focus their overall discussion on a smaller subset of reasons than the instructors did; and students tended to discuss reasons in isolation, while instructors tended to interweave multiple reasons. We interpret these differences based on the students' positions and trajectories within the physics community.

Comparison of student and instructor reasons for using computation

We examined the prevalence of rapid answer copying among university students completing online homework for an introductory level calculus-based physics course taught remotely during the COVID pandemic. We first compared the attempt duration distribution of 26 problems, between 42 students who self-reported as having completed the homework by themselves against the rest of the class. Significant differences were detected for 3 out of 26 problems. We then identified abnormally short problem attempts indicative of potential rapid answer copying, by fitting the attempt duration distribution of each problem with finite-mixture models, using mixtures of either normal or skewed distributions. We detected a significantly smaller fraction of short attempts from self-reporting students on only 3 out of 26 problems and found no statistically significant difference in percentage correct of short attempts between the populations. In conclusion, our analysis did not find evidence indicating wide-spread rapid answer copying among students. We also explored differences in learning behavior between the two populations by applying process mining to the event logs of one of the homework learning modules, which reveals that some students may have copied answers after spending longer time or using multiple attempts on a given problem. However, this form of answer copying is also unlikely to be prevalent since the percentage correct on normal attempts are also similar between the two populations on most problems.

Measuring the level of homework answer copying during COVID-19 induced remote instruction

Students watching asynchronous online lectures often struggle with active attention, may be overwhelmed by complex information, and may inaccurately judge the depth of their own learning. Learning prompts are possible solution to these issues, however, some research suggests prompts may be more effective for some students than others. The goals of this study were to (a) test the effectiveness of different types of prompts in online physics learning and (b) determine whether individual differences moderate the effectiveness of prompts. Students (N=253) enrolled in physics courses over three semesters watched a video lecture on the concept of simple harmonic motion. During the lecture, students were shown a) cognitive prompts, intended to facilitate elaboration and organization strategies, b) metacognitive prompts meant to facilitate self-monitoring and regulation, or c) no prompts. Students were asked to type a response to each prompt before continuing the lecture. Afterwards, students completed a quiz on simple harmonic motion. Students enrolled during our third semester of data collection (n=102) also responded to survey items meant to assess differences in studying approach and metacognitive awareness. Students who received cognitive prompts performed significantly better than students who received no prompts. Furthermore, students who reported having more disorganized study approaches performed better than similarly disorganized students in other conditions. There was no effect of condition for students who scored lower on disorganization. Students who received metacognitive prompts did not score significantly higher than students in other conditions. These findings suggest embedding prompts to promote elaboration and organization strategies may improve learning. This intervention may be most beneficial for less organized students.

Students with Disorganized Study Habits Benefit from Cognitive Prompts During Online Video Lectures

About 40% of first-time college enrollees begin their path at a two-year college (TYC), with 80% intending to ultimately earn a bachelor’s degree (Shapiro, 2013). Our research team worked with faculty at a TYC working in a cohort program to support STEM students intending to transfer to earn a bachelor’s degree. A required component for the cohort students is a project-based STEM Research Methods course, offered to students in their first year at the TYC. In this presentation, we share the results from emergent coding of a collection of weekly journal entries that are informed by a set of observations, field notes, and interviews. We share the themes from this research that provide guidelines for how TYC teachers can facilitate research experiences for students early in their college careers. We present an analysis of these themes using a framework of learning “gains” in CUREs initially proposed by (Lopatto, 2004).

Characterizing Learning Gains in a Two-Year College Embedded Research Course

Intelligence mindset has been studied extensively in education research, but domain-specific intelligence mindset research is relatively new in the physics context. Additionally, recent mindset research has uncovered separable factors within the intelligence mindset construct. In this study, we test a model involving four factors (My Ability, My Growth, Others' Ability, and Others' Growth) to pre and post survey data from Physics 1 classes. In particular, we explore how these mindset factors change over time as well as their ability to predict course grade. We find that students are less likely to endorse a growth mindset for themselves and others at the end of their first calculus-based introductory physics course than at the beginning. We also find that decrease in mindset measures are more drastic for female students than male students. Finally, we find that the best predictor of course grades is the My Ability component of the mindset construct, which has implications both for creating equitable and inclusive learning environment and determining how educators implement mindset interventions.

To whom do students believe a growth mindset applies?

The Physics and Astronomy Department at San Francisco State University is undertaking a comprehensive reform of our introductory physics laboratory courses, including training graduate teaching assistants, reflective journaling, and a move away from the previously used verification-style labs. As we make these changes, we have been administering a variety of surveys to gain insight into students’ skills, attitudes, self-efficacy, and sense of belonging in the lab environment. The survey used for this study is the Quantitative Reasoning for College Science (QuaRCS) assessment, which measures students’ performance in numerical skills commonly used in STEM (eg. graph reading, table reading, arithmetic, proportional reasoning, estimation, percentages, etc.) as well as their attitudes surrounding quantitative reasoning. Between Fall 2018 - Spring 2021 we collected roughly 5000 QuaRCS responses across the following courses prior to instruction: a three-semester calculus-based physics sequence targeted toward engineering, computer science and physical science majors; a two-semester algebra-based physics sequence targeted toward students in the biosciences; a one-semester conceptual physics course; and a one-semester conceptual astronomy course. Through factor analysis and mediation analysis of these data, we identify factors affecting students’ quantitative skills performance, such as numerical self-efficacy, numerical anxiety, numerical relevancy, school math affect, daily life math affect, and course motivation. Through this analysis, we can better understand the attributes of students at SFSU that contribute to their success. By leveraging these attributes in the introductory labs we hope to better support the diverse population of students in our courses.

Factors Affecting Introductory Physics Students’ Quantitative Reasoning Skills and Attitudes at a Large, Hispanic-Serving University

The Paradigms @ OSU team developed a kinesthetic representation for complex numbers where individual students use their arms to embody an Argand diagram. This representation can be expanded to have groups of students working together to represent complex-valued state vectors in quantum mechanics. We conducted group teaching interviews about the relative and overall phase of 2- and 3-element state vectors to uncover how students understand geometric relationships using the Arms Representation. We interviewed nine students in the second week of a junior-level, spins-first quantum mechanics course after they had been introduced to complex numbers via the Arms Representation, but before quantum mechanical state vectors had been addressed in class. This poster will discuss how the Arms Representation supported students in understanding that an overall phase does not change the relative phase. In particular, we will attend to the conceptual support offered by the Arms Representation, the geometric interpretations of phase, and the ways students translate between the Arms Representation, Argand diagrams, and algebraic notations.

Teaching Relative & Overall Phase with the Arms Representation

Research-based tutorials---worksheets that guide students in constructing physics knowledge for themselves---have repeatedly proven to be a highly effective complement to lectures in physics courses. Our collaboration has created a collection of tutorials for middle-division quantum mechanics (QM), which has been successfully adopted by QM instructors nationwide. However, many instructors lack the resources and/or institutional support to run tutorials; it can be difficult to find time, space, and personnel to facilitate these activities. As an alternative, we are developing online versions of our QM tutorials that students can work through without instructor facilitation. We are designing the online tutorials to guide students through the worksheets in ways that encourage sense-making and allow students to progress without revealing the answers. For example, they include adaptive guidance pathways based on students’ responses. Early beta versions are available, for free, at acephysics.net.

Online Tutorials for Middle-Division Quantum with Adaptive Guidance

We report on an investigation in which we compare the conceptual performance of upper-level undergraduates and graduate students, who worked on two different validated Quantum Interactive Learning Tutorials (QuILTs). One of the QuILTs incorporates mathematical reasoning while focusing on helping students develop a good conceptual understanding of quantum optics using a Mach-Zehnder Interferometer with single photons and polarizers. Performance of students who engaged with this “hybrid” (integrated conceptual and quantitative) QuILT is compared with those who engaged with a conceptual QuILT focusing on the same topics without quantitative tools. Both QuILTs use a guided inquiry-based approach to learning and are based on research on student difficulties in learning these challenging concepts as well as a cognitive task analysis from an expert perspective. We find that the posttest performance on conceptual questions of physics graduate students who engaged with the hybrid QuILT was generally better than those who engaged with the conceptual QuILT. For undergraduate students, the results were mixed.

Effect of PhET simulations in a general education physics course

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Reimagined Virtual Upper-Division Physics Laboratory Experiences in Response to the COVID-19 Pandemic: Findings from User Experience Testing

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Effect of PhET simulations in a general education physics course

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