United States

We present a study of a large-scale intervention designed to shift lab instruction away from &quot;cookbook&quot; lab norms. The intervention was implemented in a network of Professional Learning Communities of Israeli high-school physics teachers (N=250; ~20% of the national workforce), operating in a high-stakes exam setting, with limited resources, catering to diverse groups of students. An introductory questionnaire examined teachers&#39; framing of the instructional lab norms as compared to an experimental research lab (via a modified E-CLASS), as well as the lab goals that the teachers valued. The questionnaire was an integral part of the teachers&#39; learning process. The teachers acknowledged the disparity between their optimal lab goals and prevailing ones, in particular as concerns experimental design. We discuss the implications for the design of an intervention addressing both teachers&#39; interest in change as well as the constraints imposed by the setting in which they work.

AAPT SM 20

Re-defining Lab Norms via Professional Learning Communities: Instructors&#39; Expectations

instructional-laboratory; professional-learning-communities; experimental-research-practices

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

We present a study of a large-scale intervention designed to shift lab instruction away from "cookbook" lab norms. The intervention was implemented in a network of Professional Learning Communities of Israeli high-school physics teachers (N=250; ~20% of the national workforce), operating in a high-stakes exam setting, with limited resources, catering to diverse groups of students. An introductory questionnaire examined teachers' framing of the instructional lab norms as compared to an experimental research lab (via a modified E-CLASS), as well as the lab goals that the teachers valued. The questionnaire was an integral part of the teachers' learning process. The teachers acknowledged the disparity between their optimal lab goals and prevailing ones, in particular as concerns experimental design. We discuss the implications for the design of an intervention addressing both teachers' interest in change as well as the constraints imposed by the setting in which they work.

Re-defining Lab Norms via Professional Learning Communities: Instructors' Expectations

technical paper

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. 

Computational Thinking (CT) is used to describe how our approaches to formulating and solving STEM problems is affected by the availability of modern computers. Many educators use CT broadly to include traditional problem-solving skills, persistence, the ability to work in groups, and so on, along with the development of computational algorithms and coding. Given the wide-spread calls for including CT in both K-12 schools and higher education, educators and policy makers have realized there are not enough teachers to provide stand-alone CT courses for all students. Here I argue that there are strong benefits, both practical and educational, of integrating CT with standard STEM courses. Based on the recommendations of the May 2019 NSF-supported conference on Advancing the Integration of Interdisciplinary Computational Thinking in the Physical and Life Sciences, I discuss how that integration might work in physics courses.

Integrating Computational Thinking with Physics. What Does That Mean?

The University of Connecticut has initiated the transition of its calculus-based intro-physics courses from traditional lecture into interactive studio. Numerous materials have been newly developed or adapted to leverage studio classroom facility to benefit student learning. A mock-up IPLS studio course is taught in the 2020 summer semester with limited enrollment. We would like to share with the PER community the lessons we have learned through the transition so far.

The lessons learned from developing a studio physics course for life sciences

Introductory physics for life science (IPLS) courses can vary wildly in sizes, pre-requisites, major distributions, and pedagogical frameworks. These variations mean some level of adaptation of found materials is almost always required. This talk will focus on the process of adapting materials from the IPLS Portal (and elsewhere) to a two-semester, algebra-based, studio-style IPLS sequence of large enrollment at University of Massachusetts Amherst. In this context, large enrollment means a single instructor, with some TA support, is responsible for two sections of 100 students each in the first semester, and for two sections of 250 students in the second. Therefore, scalability, while maintaining an active learning environment, is a key consideration. Other adaptations motivated by our large number of kinesiology majors, as well as differences arising from algebra- versus calculus-based courses will also be considered.

Adapting IPLS Materials for Large Enrollment, Algebra-Based, Studio Courses

Are there galaxies that we can't see? The ALFALFA survey uses Arecibo Observatory, the largest fully functional radio telescope in the world, to search for (nearly) starless galaxies that emit radio waves. This talk will summarize the field of galaxy formation and evolution, present results from ALFALFA, and explore what these results tell us about how galaxies form. A special emphasis will be given to the contributions of student researchers to this work.

The Hunt for (Almost) Dark Galaxies

Abstract: Reactions of religious organizations to the concept of vacuum (i.e. the void) changed drastically from the University of Paris condemnations in 1277 AD, to Descartes conception in The World (1664 AD), to Newton’s description in Principia (1687 AD). This talk surveys the reactions to, and eventually reception of, the concept of vacuum on religious grounds.

Paris, Descartes, Newton, and the Void

In spring 2019, the Physics & Astronomy Department at Western Washington University began hosting weekly discussions about (in)equity. The main goals are to provide opportunities for students, staff, and faculty to develop a common vocabulary and shared knowledge about issues of (in)equity, and to explore how these issues manifest in our field. During these discussions, we learned about allegories for race and racism, models of oppression, characteristics of white supremacy culture, technical/social dualism, white fragility, white saviorism, invisible disabilities, microaggressions, physics metaphors for gender and sexuality, and the scope and limits of physics ways of knowing. The co-facilitators are a white male physics professor and a white nonbinary student, and the Physics & Astronomy Department is predominantly white and male. This talk will provide an overview of the background, purpose, guiding principles, content, and the experience of participants as conveyed through feedback surveys to be administered in the spring.

Inclusive Physics & Astronomy Discussions at Western Washington University

Aligning with the National Quantum Initiative and NSF’s “Quantum Leap,” we are working toward an interdisciplinary approach to quantum information science and technology (QIST) education. We present results from a single institution based on interviews with faculty and administrators in engineering, computing, and the sciences at Rochester Institute of Technology, which suggest that it is feasible and desirable to provide STEM majors with accessible degree pathways that embed quantum-related electives. Combined with results from studies on the skills of quantum industry employees, our results indicate a minor or concentration in QIST provides STEM majors with sufficient preparation for quantum careers, and a new major in QIST is unnecessary. Physics departments could play an essential role in such programs by offering an introductory QIST course open to all STEM majors that prepares students for advanced QIST coursework. We also provide insight into structural barriers that might hinder implementation of this arrangement.

Creating interdisciplinary pathways into quantum careers: opportunities for physics departments

The description and operation of a horn radio telescope that can be used in introductory physics and astronomy classrooms will be presented. The telescope used in the investigations, which is designed to detect the 21 cm wavelength emitted by atomic hydrogen, can be constructed easily and at an affordable cost. Projects that will be discussed include making a map of hydrogen in the Milky Way Galaxy, measuring its profile, and determining a rotation curve.

Hands-on Radio Astronomy in the Classroom Using a Horn Telescope

This talk summarizes the use of interactive simulations and activities integrated with an adaptive online platform to teach introductory calculus-based physics at Portland State University. We discuss the designing of activities using Geogebra and Phet simulations to teach and illustrate physics concepts. Simple activities highlighting concepts in topics such as the movement of a disturbance, interference, beats, standing waves, harmonics in waves and sound, refraction and image formation in geometrical optics, diffraction, and interference of light, thermodynamics, vectors, forces, and friction in mechanics. The design of the simulations is such that they seamlessly integrate into a course that aims to promote active and engaged learning.

Using Interactive Simulations in Adaptive Calculus-based General Physics Courses

An instructional intervention consisting of students interacting with eight short videos on scientific topics was introduced to a general education physics class. The effects of these videos had on student attitudes about science and their scientific reasoning skills were assessed by comparison of pre- and post-test data from the CLASS and Lawson's Test of Scientific Reasoning for two control and three treatment semesters. Initial findings showed improved student attitudes toward science and improved scientific reasoning skills. With continued use of the videos in additional semesters, similar pre-post gains in scientific reasoning skills were observed, however, less improvement in student attitudes toward science was measured. This decrease in improvement of student attitudes as the new course activity became standard has implications for the number of semesters a new curriculum aimed at improving student attitudes should be studied. Most new curricula only report a semester or two of results before wide implementation occurs.

Premium content

Re-defining Lab Norms via Professional Learning Communities: Instructors' Expectations

Downloads

Next from AAPT SM 20

Integrating Computational Thinking with Physics. What Does That Mean?

Similar lecture

The conceptual development of student understanding of weight

Stay up to date with the latest Underline news!

PRESENTATIONS

CONFERENCES

COMPANY

RESOURCES