A previous study shows that incentivizing students to correct mistakes on unit exam problems within an upper-division quantum mechanics course improved students' problem-solving efforts on those same problems in a final exam environment, relative to a comparison group of students who were not incentivized. We attempt to replicate the quantitative portion of this study within a first-semester upper-division electromagnetism course, specifically examining students' invoking correct concepts and applying those concepts correctly. A statistical comparison of students who accepted the offer to rework unit exam problems for partial credit, versus students who declined the offer, demonstrates a better improvement for students who chose to rework relative to students who declined. As the results suggested that unit exam performance might provide a covariate within the comparison of choice to rework between groups, the results were analyzed using ANCOVA; they showed a result for one of the three featured exam problems that may be hidden by regular 1-way ANOVA analysis of pre-post normalized gains. The authors also investigate whether a focus on conceptual understanding versus a focus on algorithmic calculation for different exam problems affects the degree of benefit for students who rework problems. Results appear to show that incentivization works more specifically for invoking correct concepts on a primarily conceptual problem, and more specifically for applying concepts correctly on a primarily algorithmic problem. Future plans include a more complete analytical framework using think-aloud protocol interviews for students from the sample, as well as more statistical detail to determine the interaction between unit exam score and choice to rework problems.

Reworking exam problems to incentivize improved performance in upper-division electrodynamics

One of the broad concerns about the future of physics education research is a relative paucity of active PER groups at colleges and universities that are not primarily focused upon research. Yet, institutions that are primarily focused on teaching need to replicate these studies directly, whether to confirm that results at different university types are similar, or to identify differing outcomes that are connected to institutional type. Differences in institutional focus attract different student populations, and hence, different student motivations, which can directly affect data results from long-recognized quantitative and qualitative measuring instruments. This poster outlines a preliminary “lay of the land” view from the perspective of a solo PER researcher working at a regional comprehensive state university – both as an example of a non-research university and looking at other teaching-focused institution types – in order to determine the current outlook of PER’s growth outside the research university.

PER outside Research Universities: A Solo PER Perspective

State regulations in response to the coronavirus pandemic impact upon the state of Arkansas permitted a full year’s worth of hybrid instruction at the University of Central Arkansas during the 2020-2021 academic year. Changes to instruction included the permission of an in-person lab, subject to social distancing, reduced classroom capacity, and other health protocols. However, these protocols induced the removal of a research-based problem-solving exercise previously available at the beginning of lab sections. Before and during this time, data for the Attitudes and Approaches to Physics Problem Solving (AAPS) survey was collected over the course of five-semesters’ worth of introductory algebra-based physics students: two semesters of normal in-person instruction (Spring 2019, 1st-semester physics, and Fall 2019, 2nd-semester physics); one semester in which normal instruction was interrupted by pandemic emergencies mid-semester, forcing fully online instruction for the remainder (Spring 2020, 1st-semester physics); and two semesters in which a hybrid format for lecture and adjusted in-person laboratory section were permitted (Fall 2020, 2nd-semester physics, and Spring 2021, 1st-semester physics). This permits comparison of first-semester and second-semester students between the pre-pandemic traditional instruction and the pandemic-induced hybrid instruction. Students’ attitudes towards physics problem solving is checked for correlation with the presence or lack thereof of a pre-lab problem solving exercise, in the institutional setting of a regional comprehensive state university in the Southern US. A feedback survey from students who took the hybrid course is also examined for perceived relevance as well as student beliefs as to whether or not the problem solving exercise would have helped if it could have been included in the laboratory sections.

Attitudes toward Physics Problem Solving: In-Person vs. Hybrid Instruction”

IPLS development, while richly recorded in recent PER literature and online resources, is primarily represented within the context of either large research universities or high-profile liberal arts colleges. This talk concerns preliminary research on an IPLS-appropriate course population in an introductory algebra-based physics course at a primarily-undergraduate regional comprehensive state university in the Southern US. The author’s experience pursuing IPLS research in this environment will guide the talk with three trains of thought: first, how investigations into IPLS at a non-research university have begun from a PER perspective; second, an overview of findings for this population the limitations that affect the implementation of the research; and third, discussion of plans and issues with moving forward from the findings, within a non-research university context.

IPLS Research and Teaching at a Non-Research State University

We present preliminary mixed-methods results for an experiment upon a first-semester senior undergraduate electromagnetism course for physics majors, in which 25 students were given explicit incentive to rework mistakes from unit exams in a first-semester senior-level electromagnetism course. Three unit exam problems were revisited on the final exam. Initial quantitative results for one of the three problems (P1) showed a strong effect from unit exam to final, between students who reworked problems and students who chose not to; however, the other two problems (P2 and P3) presented a ceiling effect on unit exam performance that prevented pre-post analysis. Follow-up interviews with a small sample of students suggest a strong recall of their attempts on problems P1 and P2 despite being over a year removed from said exams; however, some did not recognize mistakes. We conclude by discussing plans for analysis of current/future data and adjustments to this ongoing study.

Rework and Recall: Exam Performance in Upper-division Electromagnetism

Brown et al. (1) demonstrated that explicitly incentivizing students in quantum mechanics to correct their mistakes on midterm problems assists students on improving their performance on the same problems as featured on a final exam. We discuss a similar investigation into a first-semester upper-division electromagnetism course, taught at a large research university in the Mountain West, in which 25 students were similarly given explicit incentives to rework three unit exam problems (one for each of three unit exams). For each problem, we compare students who chose to rework their errors for credit with students who did not. We discuss initial findings as follows: for one of the three problems, the explicit incentivization shows a statistically significant benefit for students who accepted the incentive. For the other two problems, certain issues (e.g. an unexpected ceiling effect on midterm attempts) are discussed in terms of affecting outcomes.

Evaluating Explicit Incentives to Correct Mistakes in Upper-Division Electromagnetism

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.

C3 - Physics Education Research Posters I

This meeting is a great opportunity to explore sessions and workshops designed with your professional development in mind. Present your research and exchange ideas on the latest in teaching and pedagogy. Participate in a wide range of events, activities, plenaries, and so much more, connecting you with peers and colleagues who share your commitment to excellence in physics education.

AAPT WM 22

Poster Session 1D

**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)

PERC SM 21

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

PS.E-MO-07: Teaching the Introductory Physics for the Life Sciences (IPLS) course

technical paper

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

PS.E-MO-11: Upper Division Undergraduate

A1.6 Upper Division Undergraduate

AAPT® is a strong professional physics science society dedicated to the pursuit of excellence in physical science education.

Winter and Summer National Meetings:
These National Meetings, held each winter and summer, are opportunities for members, colleagues, and future physicists from around the world to:

- participate in physics workshops
- meet and greet other physics educators
- form networks nationally and locally
- engage exhibitors and learn about the latest physics resources
- discuss innovations in teaching methods
- share the results of research about teaching and learning.

If you're not able to log in, you're most likely using **incorrect login credentials**. Double-check that you are using the same email and password that you used to register for the conference, submit your abstract or access your AAPT membership. There may also be **an issue with your AAPT meeting registration**. Please email aapt2021@underline.io and programs@aapt.org and we will work quickly to resolve this issue.

Andrew Mason

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Presentations

Reworking exam problems to incentivize improved performance in upper-division electrodynamics

PER outside Research Universities: A Solo PER Perspective

Attitudes toward Physics Problem Solving: In-Person vs. Hybrid Instruction”

IPLS Research and Teaching at a Non-Research State University

Rework and Recall: Exam Performance in Upper-division Electromagnetism

Evaluating Explicit Incentives to Correct Mistakes in Upper-Division Electromagnetism

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