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Students as Partners (SaP) is an approach where students and faculty work in partnership on the co-design of a curricular or institutional change effort. Our team implements SaP through Departmental Action Teams (DATs), which are facilitated teams of faculty, students, and staff within a single STEM department working on some issue related to undergraduate education. In our research, we aim to understand the ways in which SaP becomes enacted in DATs. Through analyzing interviews with student and faculty members of a single DAT, we construct a case study of the complexities and challenges of student-faculty partnership. We find that members of a partnership can hold different views of that partnership. Underlying these differences are differing views about their joint work as well as differences in how visible power dynamics are. In self-critically analyzing the ways in which we mitigated and reproduced power dynamics, we then reflect on our project’s areas for growth.

PERC SM 21

Unpacking Challenges in Student-Faculty Partnerships on Departmental Action Teams

principles

students as partners

institutional change

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?

poster

**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

Selection and application of an appropriate equation is a key step in instructional problem-solving strategies. But what if one cannot exactly recall the relevant equation? We are currently investigating how coherence between physical and mathematical reasoning opens multiple solution pathways for qualitative physics problems. In one-on-one interviews, community college students, 4-year college undergraduates, and graduate students solved qualitative introductory-level E&M questions. Analysis of 18 interviews showed that while many students had initial difficulty in recalling a relevant equation, they demonstrated strategies for making progress. We present two cases from the data corpus. One interviewee was unsure whether the time constant for an RC circuit is RC or 1/(RC) and sought coherence with qualitative reasoning to determine the correct expression. Another student switched to reasoning qualitatively from a physical model after noting that they could not recall a relevant equation. These examples show how mathematical and physical reasoning is opportunistically incorporated in students’ problem solving.

Seeking coherence and switching reasoning after forgetting an equation

The entanglement between physical and mathematical reasoning can be exploited for problem solving, making physical/mathematical coherence seeking a desirable learning goal. We endeavor to enrich the empirical knowledge of students’ coherent physical/mathematical reasoning through a video analysis of problem solving. Drawing from a corpus of 18 interviews with students solving qualitative E&M problems, we discuss a case study of a student who undertakes multiple contradicting lines of reasoning and ultimately reconciles them. We discuss the types of coherent reasoning that they recruit and the central role of physical/mathematical coherence seeking in their problem solving and learning.

Seeking physical/mathematical coherence by recruiting and reconciling reasoning: A case study in E&M

Sequential synthesis problems involve multiple, chronologically occurring events. Successful problem solvers need apply relevant concepts consecutively to match these events. We explored students’ sensemaking of the situations presented in two sequential synthesis tasks by studying their eye fixation durations on each problem diagram. We also recorded students’ verbal descriptions of their problem-solving strategies. Results indicate that students fixated heavily on the parts of each diagram that require generating new information than on those that require reading given information. In addition, they seemed capable of invoking proper concepts and intermediate variables to handle the problems. According to the eye-mind framework, these outcomes indicate that students’ mental efforts went beyond comprehending given information. This study suggests that the spatiotemporal separation of multiple events in sequential synthesis problems may facilitate student sensemaking processes.

Students’ sensemaking of sequential synthesis physics problems

Using a completeness (or closure) relation is a neat math trick in quantum theory. Completeness relations capture the fundamental property that a basis set spans a vector space, and conceptually can be thought of as a special form of the identity operator. In quantum mechanics, completeness relations can be used to express a quantum state in a particular basis, change which basis a state is expressed in, as well as mathematically model the effect of a quantum interferometer. We have analyzed students' written responses to homework and final exam questions related to completeness relations from a junior-level, introduction to quantum mechanics course. In this poster, we will present student reasoning and difficulties using completeness relations.

Student Reasoning with Completeness Relations in Quantum Mechanics

An emerging body of research suggests that the nature of human reasoning itself may impact student performance on physics questions. Analysis of student reasoning patterns through the lens of dual-process theories of reasoning (DPToR) indicates that students may struggle to engage analytical processing productively when responding to physics questions containing salient distracting features (SDFs). While students may reason correctly on one question (screening question), they may abandon that same line of reasoning on an analogous question containing an SDF (target question). As part of a larger effort to investigate and support student reasoning in physics, we have designed and tested an intervention that explicitly guides students to apply the reasoning they successfully used on the screening question to the target question in order to help students reconsider their default responses. On this poster, preliminary results will be presented and implications for research-based curriculum development will be discussed.

Supporting Students in Exploring Alternative Lines of Reasoning

Graphs are an important interdisciplinary (and everyday) tool for visualizing and interpreting information use and communication processes and, thus, an essential part of 21st Century Skills. Especially linear functions are a fundamental component of school and university education, but students often have difficulties interpreting this type of function, in mathematics as well as in physics -- especially in kinematics. This paper presents first results of an eye-tracking study, which compares learners' visual attention during the interpretation of linear graphs in mathematical and physical contexts. In this study, gaze data of N=35 xxx (details redacted for review) upper secondary school students were recorded while solving items of a validated test instrument. This instrument consists of pairs of items in the mathematics and kinematics context that are isomorphic to each other, i.e., require the same procedure to solve. The analysis of the eye-tracking data provides information about the cognitive processes involved in solving the different items. On the basis of selected items, it is shown to what extent the gaze behavior differs between mathematical and kinematic contexts in isomorphic item pairs and which conclusions can thus be drawn about the different solution strategies and, thereby, also about difficulties in transferring mathematical procedures into a physical context.

Gaze pattern analysis to reveal student difficulties in interpreting kinematic graphs

Much existing physics education research (PER) on student ideas about momentum focuses on the difficulties that students face when learning this topic. These difficulties are framed as obstacles for students to overcome in order to develop correct understandings of physics. Our research takes a resources-oriented approach to analyzing student responses to momentum questions, viewing student ideas as valuable and potentially productive for learning, over and above their correctness. Here, we highlight four conceptual resources that provide insight into students’ ideas about momentum, which are the conservation resource, direction resource, collisions resource and properties resource These resources are context-dependent and could be elicited and built on by instructors to support students in developing more complex and sophisticated understandings of physics.

Identifying student resources for understanding linear momentum

The research in E&M has commonly focused on problem-solving abilities and the use of physical principles for such matters. Several studies have found that some concepts represent a challenge for undergraduate students, such as Gauss's and Ampere's laws. The inability to identify and analyze the symmetry of field and field source distributions and focus on the surface features of these E&M systems are two of the main difficulties associated with these laws so far. We present this study to contribute with a different perspective of observing 322 introductory E&M students' understanding of these laws with unconventional shapes for the field sources' enclosing objects. We use a phenomenographic approach to detect difficulties and compare the difficulties between the two contexts and those previously reported. Our main findings suggest that some students make an incomplete or incorrect analysis of the situation when they refer to surface features of the situation and that the confusions between flux and field in the electric context, or between circulation and field in the magnetic context, persist. Finally, we present suggestions for teachers to approach these difficulties.

Comparing students' understanding of Gauss's and Ampere's laws with field sources in square-like symmetries

Collaborative group work is an important aspect of many introductory physics labs. This research focuses on how the gender diversity of a group of students impacts their engagement in the collaborative portion of an online introductory physics lab. We conducted a mixed methods study to determine the relationship between the gender composition of groups and the degree of engagement those groups demonstrated in weekly collaborative activity reflections, using randomly-assigned groups of four students. We also investigated the impact of giving students explicit grading rubrics. We conducted a series of semi-structured interviews with students in order to understand their perspective and experiences collaborating with others. When students were not provided with grading rubrics, we found that groups of all men had highest levels of engagement, and groups with only one woman had lowest levels of engagement as evidenced by the length of written reflections. On the other hand, when students were provided with explicit grading rubrics, groups with one or more women had higher, comparable, levels of engagement. In interviews, women described interactions in majority-male groups that were detrimental to effective collaboration, such as being ignored or talked over. These results suggest that instructors could improve equity in online lab courses (and perhaps other classes as well) by assembling student groups that do not have a single, isolated, woman group member or providing clear grading expectations.

Challenges of building an inclusive community of learners in the physics lab

The growing push to address the lack of diversity in physics has come with an array of curriculum reforms and interventions. There has been work in Physics Education Research (PER) that has supported these reforms, including studying the experiences and identity development of students from minoritized backgrounds. However, there has been a lack of critical reflection on the core methodologies and constructs used in PER. Here, we present a critical analysis of qualitative and quantitative work used to define and measure “expert-like” thinking, beliefs, and practices in physics. We show that this work has largely omitted any consideration of race or cultural backgrounds of participants, instead defining “experts” as either physics faculty or Ph.D. holders. Research in critical theory demonstrates that failing to intentionally address potential biases tends towards reinforcing those biases. Thus, work in PER on expert-like thinking may unintentionally replicate, rather than challenge, existing biased structures in physics. We conclude with recommendations for constructing more inclusive views of what it means for students to develop “expert-like” thinking.

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Unpacking Challenges in Student-Faculty Partnerships on Departmental Action Teams

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