Physics in the 21st century will be marked by these 5 characteristics. -Active Engagement -Embedded Science Practices -Continuous, Personalized Feedback -Unrestricted Exploration of Phenomena -Multi-modal (Face-to-face an non-face-to-face) What are the barriers that prevent so many of us physics teachers from achieving these ideals? How can we overcome those barriers?

What does 21st Century Physics Look Like?

As part of a research project to examine whether students can develop scientific habits of mind through video-based experimentation, we created video-based Investigative Science Learning Environment learning cycles (v-ISLEs), where students investigated phenomena using interactive videos. We implemented these cycles, twice, once in Fall 2018 and again in Spring 2019. We divided a 96-student algebra-based ISLE physics class into sections where some students used only ISLE apparatus-based labs, while some students had a mixture of v-ISLEs and apparatus labs. At the beginning and end of the semester, students answered the E-CLASS, a survey that assesses students’ attitudes about a variety of scientific laboratory practices. We will present how the different lab settings affect students' views about their strategies and habits of mind when doing experiments.

ISLE-based apparatus and video labs: student’s beliefs about experimental physics

Computer simulations can provide an efficient and low-stakes way for students to discover and apply scientific principles. However, until recently it has been difficult to customize simulation parameters for particular students so that each student is exploring a virtual space that is unique to them. Such customization can make the exploration more authentic and may discourage direct copying of other students' work. The arrival of PhET-iO allows not only this type of customization, but also allows autograded questions based on each set of unique parameters.

Customizing student experiences by pushing randomized values to simulations

What role does experimental apparatus play as a semiotic resource and what do students do when the apparatus is replaced with a video of the same experiment?
In this talk, we will examine this question in the context of a quasi-experimental study where we examined how students developed scientific reasoning abilities using video-based experiments as compared to students who conducted the same experiments with physical apparatus.
In comparing the affordances and constraints of each environment (video-based experiments versus apparatus-based experiments) we discovered interesting patterns in students’ sense-making behaviors
a. When equipment was present, it served as a key semiotic resource in sense-making.
b. Students in the video-based condition also engaged in sense-making without equipment. When they did, their verbal sense-making was accompanied by extensive use of gesture.
We will present case studies from our research and discuss the broader implications for supporting students' sense-making in different contexts.

Sense-making by manipulating apparatus and using gesture

(IA) 21st Century Physics in the Classroom 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.

PS.C-SU-07: Introducing Remote Experiments to Students

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.

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Matthew Vonk

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Presentations

What does 21st Century Physics Look Like?

ISLE-based apparatus and video labs: student’s beliefs about experimental physics

Customizing student experiences by pushing randomized values to simulations

Sense-making by manipulating apparatus and using gesture

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