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Typically, physics education research addresses alternatives to transmission-based models of instruction. In light of critical pedagogy, I argue that the more relevant model to address is the banking model of education as identified by Paulo Freire, which subjects students to the colonialist consciousness and obedience to authority. In doing so, we can better identify root structural issues that plague the physics community. I argue that the Western conception of objectivity in science is motivated by the colonialist consciousness. The rigidity of what is considered science limits the identity of scientists to those of European descent, erasing the historical scientific knowledge of other peoples, such as the Indigenous peoples. I demonstrate a framework in which physics education is informed by critical pedagogy, as shaped by bell hooks and Sandy Grande, principled upon respect, reciprocity, and the human experience.

PERC SM 22

The Banking Model in Physics Education

PERC 2022 is focused on "queering physics education" through an intersectional lens. By "queering," we are centering queer theory which breaks down social constructions and hierarchies to unpack normalized assumptions. In the context of physics education, we want to apply the theory to unpack who has power in physics to control the production of future physicists, how physics policies and practices are sometimes built on ideas of punishment and power, and how PER embeds binaries in both its content and sociological research. Further, we want to encourage a dialogue that is both a critique and an imagining of a queer future for PER.

Explicit attention will be given to constructions of race, (dis)ability, gender, sexuality and how they interact and impact lived experiences.

We have had such a fun time organizing this year’s PERC. You might be aware that we were committed to transparency and documenting our processes and decision making which we outlined here. This year has also been challenging to be a queer or otherwise marginalized person in the US. And we continue to seek and provide support for those individuals.

As such, we recommend that folks visiting Grand Rapids who have the means consider giving to some local organizations who are working to advocate for those impacted by historic and ongoing marginalization and violence.


PERC 2022 focused on "queering physics education" through an intersectional lens. By "queering," we centered queer theory which breaks down social constructions and hierarchies to unpack normalized assumptions. In the context of physics education, we apply the theory to unpack who has power in physics to control the production of future physicists, how physics policies and practices are sometimes built on ideas of punishment and power, and how PER embeds binaries in both its content and sociological research. Further, we wanted to encourage a dialogue that is both a critique and an imagining of a queer future for PER. Explicit attention was given to constructions of race, (dis)ability, gender, sexuality and how they interact and impact lived experiences.

poster

Social network analysis is a broad field of analytical techniques used to explore relationships between network participants and to study the social structures that develop as a consequence of these relationships. This study uses social network analysis to track the growth of a network of STEM educators, students, and organizations over a four-year period. The network as a whole has seen significant growth in both the number of members as well as the number of connections per member. Further analysis of the network shows that the network growth is primarily fostered by new student connections, while the structure of faculty members and administrators in the network remains relatively constant. It was also found that students that were more connected within the network tended to have higher levels of persistence in their STEM degree.

Growth of West Virginia STEM Education Network

Culturally Relevant Pedagogy (CRP) described in Ladson-Billings' (1995) framework has three conceptions: Conceptions of Self and Others, Conceptions of Knowledge, and Social Relations. When teachers are cognizant of all three, they can support students in productive and positive learning experiences. In 13 interviews of physics instructors about CRP, we found many instructors had productive conceptions of Self and Others as well as Social Relations. We found two instructors who exemplified a productive use of all three conceptions. In particular, their Conceptions of Knowledge focused on the knowledge of physics as being constructed and reconstructed - now and into the future. These two instructors also identified subjectivity in physics and articulated a critical approach towards examining the historical and contextual factors that influence physics learning today. Our findings indicate that recognition of subjectivity in physics can support instructors in effectively enacting the third conception, Conceptions of Knowledge for optimal use of CRP.

How Perceived Objectivity in Physics Impacts Cultural Relevance in Teaching

We investigated changes in calculus proficiency and calculus self-efficacy during introductory physics using separate assessments.  While all students demonstrated an increase in calculus proficiency, potentially also displaying an improvement in calculus transfer to physics, women displayed larger gains than men.  Conversely, men showed larger gains in calculus self-efficacy.  Taken together, these data suggest that student identity affects the correlation between a student's calculus abilities and their perception or self-evaluation of those abilities.

Inverse Correlation Between Calculus Proficiency and Calculus Self-Efficacy in Introductory Physics

Psychological threat, defined as a person's perception that the demands being experienced exceed that person's resources to meet those demands, can affect cognition and behavior, and may be associated with negative outcomes in certain motivated performance contexts. To understand how psychological threat may manifest in the context of introductory physics courses, we examine students' psychological threat across time and in relation to specific course-related activities and experiences.  Students in an introductory physics class were given surveys at four time points throughout the semester to measure their level of overall psychological threat, and perceptions about the relative demand posed by specific course experiences.  We report on students' perceptions of the demands of the course, their psychological threat level, and how these perceptions change throughout time. Our results can help inform efforts to identify teaching practices and interventions that may reduce psychological threat and improve student experience in introductory physics courses.

Psychological threat and demands in an introductory physics class

This work is part of a multi-institution collaboration developing a fair, valid, and reliable research-based conceptual fluids assessment, the Fluids Conceptual Evaluation (FCE).  The FCE will utilize two-tier multiple-choice items covering both fluids statics and fluids dynamics.  Rasch analysis will be used to create different equivalent versions of the FCE, allowing instructors to give just the statics questions, just the dynamics questions, or a combination of both.  In this poster we will describe the development of student-based distractors for the FCE.  IPLS instructors interested in serving as a pilot test site should contact Project Lead Dawn Meredith.

Development of student-based distractors for the Fluids Conceptual Evaluation (FCE)

The Big Astronomy Project released a planetarium show during the worldwide COVID-19 pandemic. This resulted in a planetarium show that was streamed as a 360-degree YouTube stream and then shown in-person at planetariums after. This provides an opportunity to compare and contrast various aspects of learning across two modalities. One such aspect we can study is the social aspects of learning between the two. Using frameworks such as the contextual model of learning and the Cultural-Historical Activity Theory (CHAT) we explore through audience interviews and survey responses how social norms and expectations are different and how that impacts audience engagement. Areas of focus include expectations of how much people should or should not talk during a show, who people watch and discuss the show with afterward, and an analysis of the live chat function of a YouTube stream.

Exploring the different social learning environments of online and in-person planetarium shows

Through this Poster, we will discuss the trajectories of undergraduate physics transfer students into a bachelor's granting university.

Students in the study attend a large, public bachelor's granting university in which a significant fraction of undergraduate physics majors are transfer students.

In one-on-one interviews, students discussed their academic and personal experiences before, during, and after their transition from community college(s) to a bachelor's granting university. During the interviews, we adapted the life grid methodology to track student's career and skill development over time.

In this poster, we will discuss how their career and skill development evolves through their higher education path. We then consider how these paths complicate common narratives about the time students spend in community college and bachelor's granting university.

Research on the Trajectories Transfer Studentstake to Reach a Bachelors Granting University

This poster will present a portion of a mixed methods research study designed to investigate how students' self-efficacy (SE), or one's confidence in their abilities to complete a task, varies from moment to moment. Our quantitative methods utilized the Experience Sampling Method (ESM), which pings participants semi-randomly several times a day to answer surveys. The survey items were designed to measure the in-the-moment, domain-specific SE of undergraduate science majors. To identify the task the participant is doing at that moment, one of the open-ended survey questions asked students "What is the main thing you are doing?" The data from this question are being used to generate a dictionary of responses which will then be used to categorize tasks. This categorization will be used to create a new survey item including a dropdown list of responses which will be utilized in future studies.

Creating a Dictionary of Task Responses from an ESM Survey

This research analyzes the effectiveness of two massive open online courses (MOOCs) offered by Georgetown University via edX, Quantum Mechanics (QM) and Quantum Mechanics for Everyone (QME). The QM course was designed for undergraduate physics majors and teaches quantum mechanics using operators in a representation-independent formalism. QME was created for those without a physics background and focuses primarily on conceptual understanding.
Here, we focus on student responses to an open-ended question within both courses that targets students' understanding of "quantum seeing in the dark" (interaction-free measurements) in the context of the Stern-Gerlach experiment. We present our preliminary findings around students' conceptions of how atoms interact with the analyzers, paying particular attention to their scientific language fluency when presenting their ideas. We also present a comparison of student responses between the two courses and discuss the impact of increased formalism on student conceptions.

Investigating students’ fluency with quantum ideas in the context of interaction-free experiments

Evaluation of students is central to mainstream US society's approach to formal education. In physics classrooms, grading is typically the primary context for evaluation. Grading can serve to rank students, gatekeep, and influence students' careers and livelihoods, all in inequitable ways. It can also serve as a channel for formative feedback. Relatively recently, some educators have been turning a critical gaze towards grading and evaluative practices overall. One collection of ideas that has emerged falls under the umbrella of ungrading, the practice of de-emphasizing or removing grades as a motivating factor in formal education settings. Here I show preliminary results from a completely ungraded introductory mechanics course with 84 students. Ungrading in that course centered on self-reflection and qualitative feedback, with students assigning themselves a final grade at the end of the course. Data include FCI scores, qualitative student feedback, and other metrics.

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The Banking Model in Physics Education

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