We identify three conceptual resources that introductory physics students in our sample commonly use when reasoning microscopically about thermal physics topics: 1) differences will eventually even out, 2) macroscopic changes connect to microscopic collisions, and 3) when something is hotter (colder), its molecules are moving faster (slower). We report the prevalence of these resources, as well as the prevalence of microscopic thinking, in 624 written responses to three different heat and temperature questions administered to introductory physics students at four different colleges and universities. This work complements past research identifying common student difficulties in using microscopic models for heat and temperature, and it adds to the small but growing body of literature that focuses on student resources for heat and temperature, identifying ideas in student thinking that are sensible and continuous with formal physics. By reporting common student resources, we aim to assist instructors in noticing, appreciating, and building on student ideas during introductory thermal physics instruction.

Identifying student resources for reasoning microscopically about heat and temperature

The practice of eliciting, valuing, and building on student ideas is central to several research-based teaching strategies, including responsive teaching and resource-oriented instruction. Attending to student thinking and using student ideas as instructional assets can be a challenge for novice instructors, and so we investigate the ideas from which these practices are built in order to better support novice instructors’ growth as teachers. Here, we apply a conceptual resources framework to identify Learning Assistants’ (LAs’) resources for student-centered instruction. We identify productive ideas about teaching that are voiced by multiple LAs and reoccur in the LA pedagogy courses at two universities. This talk will present examples of LAs’ resources for teaching that may be elicited, promoted and built upon to support LAs in enacting student-centered practices, ultimately improving physics instruction for the students they teach.

Identifying Learning Assistants’ Resources for Student-Centered Teaching

Poster Session

poster

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 SM 22

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.

(KC) PER: Student and Instructor Support & Professional Development, Program and Institutional Change III

technical paper

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. This meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.



AAPT SM 22

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. This meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

Anne Alesandrini

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Identifying student resources for reasoning microscopically about heat and temperature

Identifying Learning Assistants’ Resources for Student-Centered Teaching

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