Physics Education Research at CU-Boulder


Event Details

upcoming Group Meetings : SPRING 2008
Group Meetings Held Thursdays 12:30 PM- 11th Floor Gamow Tower (East Side) unless noted

Additional Upcoming Events:

Recent Events:

2008:

April 8: 1PM: PhD thesis Defense: Noah S. Podolefsky

Analogical Scaffolding: Making Meaning in Physics through Representation and Analogy

In this work will review the literature on analogy, introduce a new model of analogy, and describe a series of experiments that test and confirm the utility of this model to describe and predict student learning in physics with analogy. In pilot studies, we found that representations (e.g., diagrams) can play a key role in students’ use of analogy. A new model of analogy, Analogical Scaffolding, was developed to explain these empirical results. This model will be described in detail, then applied to describe and predict the outcomes of further experiments conducted by the author. These large-scale (N>100) studies will demonstrate that: (1) students taught with analogies, according to the Analogical Scaffolding model, outperform students taught without analogies on pre-post assessments focused on electromagnetic waves; (2) the representational forms used to teach with analogy can play a significant role in student learning, with students in one treatment group outperforming students in other treatment groups by factors of two or three.  It will be demonstrated that Analogical Scaffolding can be used to predict this result, as well as finer-grained results such as the types of distracters students choose in different treatment groups. Finally, Analogical Scaffolding will be used to analyze student reasoning in an interview.

 

April 7: 10am: Undergraduate honors thesis: darRen Tarshis

Measuring What’s Hidden How College Physics Courses Implicitly Influence Student Beliefs

Educators devote most of their attention to students learning the subject matter of a course. What is less recognized by educators, is that beyond learning the content, students’ attitudes, beliefs, and values change too—sometimes in unexpected and unintended ways. When something is not explicitly taught, but students learn it anyway, it is part of the “hidden curriculum.” Because the explicit curriculum tends to focus on content, it’s the hidden curriculum that influences students’ beliefs about the nature of science, and the nature of learning science. This thesis presents a study of the hidden curricula in three different introductory physics courses. All three are second semester Electricity and Magnetism courses at the University of Colorado at Boulder. This research focuses on four dimensions of the hidden curriculum: Process vs. Product, Source of Knowledge, Real World vs. Abstract, and Gender Bias vs. Gender Neutral. In order to measure these four dimensions of the hidden curricula of three courses, rubrics have been developed, and course environments have been observed and measured using these rubrics. Additionally, the impact that varying hidden curricula have on students is addressed by surveying student beliefs. Results indicate that hidden curricula send mixed messages to students, certain course elements have greater influence on students’ beliefs than others (like lecture versus homework), and students with less strongly held beliefs are more influenced by a hidden curriculum.

 

Mar 13: Dancy (UNCC) and Henderson: Instutional Change

Physics Education Research Group
Thursday, March 13, 12:30 pm - GAMOW 11th Floor

Barriers to reform

Most dissemination efforts focus on changing the behavior of individual instructors with little success.  Our research indicates a significant explanation for this failure is that instructors do not exist in a vacuum, they are part of a larger environment and that environment is often unsupportive or even hostile toward research-based reforms.  In this discussion we will consider the underlying nature of these systemic barriers by considering the conflicting goals of various stakeholders and the effect of structuralism.

Discipline-based Education Research Collaborative
Thursday, March 13, 2:00 pm - ATLAS 200

Models of educational change: Where are we now and where do we need to go?

Reform-minded science education researchers have expended significant effort developing and testing high quality curricular materials and techniques with the expectation that other science instructors will recognize the superiority of these materials and adopt them. The expectation is that the number of instructors using these materials will naturally expand, eventually leading to a critical mass of instructors teaching in a fundamentally new way. Unfortunately, current and historical evidence does not indicate promise for this approach to reform. This interactive talk will focus on the importance of developing and testing models of educational change.  Based on an analysis of the educational change literature from three discrete research communities, two tools will be introduced to help educational researchers think about the implicit and explicit assumptions behind approaches to change.  

 

Mar 12: Valerie Otero: Physics Department Colloquiuim

A Crisis in Physics Education: When Local Solutions Hit the National Scene

The National Academy of Science listed four priority recommendations for ensuring American competitiveness in the 21st century. The first priority was to “Increase America’s talent pool by vastly improving K-12 science and mathematics education” [1]. Studies point to content knowledge as one of the main factors that is positively correlated with teacher quality, yet those directly responsible for undergraduate physics content are rarely directly involved in elementary or secondary school-level teacher preparation. The Learning Assistant (LA) Model at the University of Colorado at Boulder is based on the premise that teacher preparation begins in the college of arts and sciences, where students begin their content education. The overarching goals of the LA program will be discussed with a focus on the positive impact that the Colorado Learning Assistant model has had on undergraduate physics students’ content knowledge, on physics teacher production rates, and on the practices of other physics departments who are currently replicating our LA model. Our studies demonstrate the important role that physics research faculty play in elementary and secondary physics education.

1. Committee on Prospering in the Global Economy of the 21st Century, Rising Above the Gathering Storm (National Academy Press, Washington DC, 2006).

 

2007:

Dec 18: Wendy Adam Thesis Defense

Problems Solving, Student Attitudes and Computer Simulations

Nov 8-10: NSTA Western Area Conference

join as we run at least 3 workshops and have a PhET booth.

Oct 24-25: the national Colorado Learning Assistant Workshop (CLAW)

Please plan on joining as APS / PTEC is sponsoring visitors from around the countryeveve to join us for two days to learn about LAs

Oct 15: SPECIAL GROUP MEETING: Dr. Jeanne Kriek, UNISA South Africa- Distance Learning and science education

Learn what an online university that serves 250,000 students in Africa does for physcis education and the preparation of teachers

Oct 3, 2007: Scott P. Simkins, Director, Academy for Teaching and Learning, North Carolina A&T: Group Meeting

Adapting Pedagogies and Educational Research Methods Across Disciplines – What is the Potential, What are the Limitations?
or
Building the Teaching Commons: What can Economists Learn From Physics Education Research?

 In this session I will provide insights from an NSF-supported project a colleague (Mark Maier, Glendale Comm. Coll.) and I are leading that explores the adaptability of pedagogical and assessment innovations initially developed in STEM disciplines for use in non-STEM disciplines, in particular, economics (our field of expertise). In our project we focus on the following questions: What student learning challenges/problems are common across disciplines? How can the innovations developed there be adapted for use in non-STEM fields? What are the challenges and barriers to such cross-disciplinary adaptation? I hope to engage participants in a discussion about opportunities for cross-disciplinary adaptation of both effective teaching and assessment practices and educational research practices.

Sept 29: Noah Finkelstein, Boulder Area Physics Teachers: 5:30p Boulder High

PER at CU Boulder and what might be relevant for high school teaching

Stephanie Chasteen, from the Exploratorium: July 2: Gamow Tower 11th floor: 2 PM

SPECIAL Seminar: Attack of the Podpeople!

What's a podcast?  It's more than just a buzzword, it can be a very useful tool both for teaching and for your own professional development.  In this crash course on podcasting we'll find out what a podcast is, listen to a few, brainstorm creative ways to use them in the classroom, and make a quick 'n dirty podcast of our own for the world to hear.   We'll also do some hands-on activities on the science of sound. 

Beth Lindsey University of Washington: Gamow Tower 11th floor: 1PM

SPECIAL GROUP MEEEING :An Investigation into Student Understanding of Work and Energy

The first law of thermodynamics states that doing work on an otherwise isolated system will cause its energy to change. In order to apply this law correctly, students need to be able to calculate the work done on a deformable system, and then relate the work to the change in energy of the system. Student performance in introductory mechanics suggests that traditional instruction is insufficient to develop a functional understanding of this principle. Several common difficulties identified by research have implications for instruction on energy conservation in introductory mechanics and subsequent courses, as well as K-12 education. A set of research-based instructional materials1 is under development by the Physics Education Group at the University of Washington that are designed to address these difficulties.

May 17: Bob Moses speaking at School of Education

April 11: Redish gives Physics Department Collqouium Problem Solving and the Use of Math in Physics Courses

Mar 16: Finkelstein gives ICS Colloquium at CU: Understanding Student Learning in Physics: the role of representation and analogy.

Physics Wizard Show Mar 13: Light and Color 5pm Duane G1B20

The Physics on Light and Color by Noah Finkelstein for students in Baker / Kittridge. G1b30 Duane Physics, 5p. Open to the public.

PTEC National Meeting, Boulder, CO - Mar 2-4

A national conference on physics teacher preparation for K12. Held at the Millenium Hotel in Boulder. Sponsored by APS, AIP, AAPT, and the PER group at CU.

Eugenia Etikina, Rutgers University- Mar 1

A disucssion of current work on the undergraduate lab and scientific habits of mind. Links to Etkina and her work on assessment of scientific abilities

Carlos Vignolo, Industrial Engineering DepartmenT, School of Engineering Universidad de Chile - Feb 8

GROUP MEEEING DISCUSSION: Education Reform in Higher Education in Chile

Dr. Vignolo has a long history as a professor in the Industrial Engineering department at the Universidad de Chile. Throughout the last 15 years or so, Carlos has been involved (in large and small ways) in the process of introducing innovation to various sectors in Chile. Most recently (the last 10 years or so), he has been particularly interested in fostering innovations in the teaching and learning of engineering at his university and beyond. He has written several articles on the subject, and is widely regarded throughout Chile as one of the leading voices in higher education reform. He is interested in sharing his ideas and programs of research and teaching with other like-minded reformers around the world who have similarly taken to the task of changing the learning experiences for university students.. He will be here from the 7th through the 21st.

Joe Redish - ICS Colloquium - Feb 2

 

Department holiday party, Dec. 15th, 4PM.


Mackenzie Stetzer, University of Washington Physics Education Group, Nov 15-17

BROWNBAG SEMINAR: Physics G1B31 Nov 15 Noon - 1PM
The need for special courses in physics for K-12 teachers*

Results from several simultaneous investigations of student understanding, focusing on different populations, will be used to illustrate the need for special courses in physics for preservice and inservice K-12 teachers.  Our findings suggest that significant changes to undergraduate courses are necessary to help teachers develop the deep conceptual understanding required to teach precollege students.  Incorporating research-based materials into introductory courses is not sufficient.  Special laboratory-based, inquiry-oriented courses in physics are needed both to help teachers develop a robust understanding of basic physics and to help prepare teachers for teaching physics as a process of inquiry.  *This work has been supported in part by the National Science Foundation

GROUP MEETING:Physics 11th Floor Reading Room Nov 16 Noon - 1:30PM
New insights into student understanding of electric circuits*

Insights into student understanding of electric circuits continue to emerge from an ongoing investigation by the Physics Education Group at the University of Washington.  This work is part of a larger effort to develop and refine research-based instructional materials on electric circuits for several different student populations.  The results have strong implications for instruction in a variety of contexts, including introductory physics courses and special physics courses for preservice and inservice K-12 teachers. *This work has been supported in part by the National Science Foundation.


Julie Libarkin,Michigan State "A tale of three theories: development of the Geoscience Concept Inventory", Nov 15, at 4pm Geoscience Colloquium


Ted Hodapp, American Physical Society, Nov 13-14


Edward Price, Cal State San Marcos, Department of Physics, Nov 9-10

Group Meeting - 11th Floor Physics Tower, Noon Thurs Nov 9
Are physicists born or made? Examining the epistemological development of physics majors

Are physicists born or made? Examining the epistemological development of physics majors
Most studies of epistemological beliefs focus on novice-expert comparisons. In contrast, we have examined the epistemological sophistication (as measured by CLASS) of physics majors in various stages of degree progress at the University of California at San Diego. We find that beginning physics majors are significantly more sophisticated than non-majors in introductory physics courses and that this high level of sophistication is consistent throughout undergraduate study. I will describe results of cross-sectional and longitudinal studies and implications for stages in the development of physics students' epistemological stances.

BrownBag Seminar - G1B31 Physics, 2p, Thurs Nov 9
Ubiquitous Presenter: Spontaneity and Interactivity in a Digital Lecturing Environment

Ubiquitous Presenter allows instructors to annotate prepared slides and students to participate electronically during in-class activities, while automatically archiving both sets of materials on the web. Using a Tablet PC, an instructor can add digital ink to a prepared slide, combining the spontaneity and natural pacing of writing on the board with the archival and rich multimedia features of computer-based presentation. Furthermore, students with internet-enabled devices (laptops, Tablets, phones, etc.) can make submissions during class, which the instructor can show to the whole class and annotate. These features enable interaction through typed text, drawn or written “ink”, and multiple-choice selection (polling), thereby supporting and enriching many interactive engagement techniques. I will demonstrate the system (bring your laptop!), analyze examples of instructor and student produced materials, discuss the classroom impact of using the system, and present data on how students use and evaluate the system.

ATLAS SEMINAR: ALTS 200, 2:30p Friday Nov 10
Making Digital Lectures Spontaneous and Interactive: Getting Started with Ubiquitous Presenter

Learn how to use Ubiquitous Presenter to annotate prepared slides and allow students to make contributions during in-class activities, while automatically archiving both sets of materials on the web. Using a Tablet PC, an instructor can add digital ink to a prepared slide, combining the spontaneity and natural pacing of writing on the board with the archival and rich multimedia features of computer-based presentation. Furthermore, students with internet-enabled devices (laptops, Tablets, phones, etc.) can make submissions during class, which the instructor can show to the whole class and annotate. These features enable interaction through typed text, drawn or written “ink”, and multiple-choice selection (polling), thereby supporting and enriching many interactive engagement techniques.  Furthermore, students with laptops can annotate and submit slides during class, which the instructor can show to the whole class and further annotate. This workshop will describe the system's pedagogical uses, provide hands-on experience, and prepare participants to use the system themselves - bring your tablet!

Michael Cole, Lab of Comparative Human Cognition, UCSD & University Professor, University of California. Oct 19, NOon

He has been one of the leaders of developing the field of sociocultural historical activty-theory in psychology and particularly interested in informal and out-of-school education. Mike is also extremely interested and involved in questions of sustainable transformation of educational systems. Other work includes extensive use and study of technology in education. more on Mike: http://lchc.ucsd.edu/People/mcole_bio.html

Vince Coletta, LMU Physics September 28; Noon

Is Interactivity Enough? Physics Education Research has shown that introductory physics courses that use interactive engagement (IE) methods are consistently more effective than those that use traditional methods. However, research also shows that many students with weak reasoning skills are not able to understand basic concepts even in IE classes. I will describe the strong correlation that exists between measures of reasoning skills and measures of learning in introductory mechanics classes. I will then describe some of the worldwide interventions that have been successful in improving reasoning skills in pre-high school students. Finally, I will describe how at LMU we are attempting to adapt and build on those successful interventions, to provide help for students in introductory physics classes.

Grad Orientation Schedule: Aug 23-24

Join the Lead TAs and Steve Pollock for the graduate training sessions Wed- Friday G131

Special Visitor: Goran Grimvall, Royal institute of technology, sweden, Aug 3, noon

11th floor physics tower, Goran will be speaking about 25 years of public outreach and a newer project on the development of meta-skills in science, engineering and science. What are the skills that span each of these domains?

AAPT/PERC JULY 22-27

National meeting of the American Association of Physics Teachers in Syracuse, followed by the Physics Education Research Conference.

STOMP CAMP JULY 11-14

See link for details.

PERC 2006 DEADLINES JULY 1,7

July 1: Contributed poster deadline.

July 7: PERC paper deadline.

Visitng Speaker: Saalie Allie June 27: Noon 11th Floor Physics Tower

Dr. Allie from University of Capetown, S.A. will be speaking about undergraduate labs, roles, and learning in these environment

STEM WOrkshop JunE 14-16

STEM Colorado and Colorado PhysTEC are sponsoring a summer workshop for teachers.

 

Group Meeting / Reading Group- 11th Floor Physics Tower

2006:

June 6: Noah Podolefsky will be speaking about his research applying Fauconier and Turner's concepts of blending to learning physics via analogy.

June 13: Reading Group, back to How We Think (Fauconier and Turner)

June 20: Reading Group Faucuonier and Turner (Chap 5 & 6)

June 27: Saalie Allie and Lab reforms

July 4: Declaration of Independence

July 11: Grady on Conceptual Blending; Dancy on annimated FCI

Jul 18: Preparation for AAPT. Please be prepared to share your own work and suggested talks from AAPT and from PERC .

Aug 1: Group Meeting: AAPT Recap (bring your favorite 2 items from AAPT / PERC meeting)

Aug 8: Group meeting:Turhan Carroll speaking about implementation of Tutorials in summer session.

Aug 31: Group meeting resume -- NOTE NEW DAY (THURSDAY). Time tentatively 12p - 1:30p - organization and debrief of ICS conference

Sept 6: Noah Podolefsky - Analogy, Blending and Representation: current results and future studies

Sept 13: Patrick Kohl: Representation, Context and Learning Physics: current results; visitor, Rick Duschl of Rutgers GSE

Sept 20: Sam McKagan: Photoelectric effect and new tools for teaching QM

Sept 27: Vince Colletta: LMU

Oct 5: Jack Barbera CU Boulder - Chemistry Education Reserach

Oct 5: visitor Barbara Michaelides (U of L at Monroe) recruitment office.

Oct 12: reading group: Wittman in Physical Review http://prst-per.aps.org/pdf/PRSTPER/v2/i2/e020105

Oct 19: visitor: Michael Cole

Oct 26: Linda Kock, CU JILA- Chemistry Education Research

Nov 2: no formal Group meeting - lunch discussion of state standards

Nov 9: Ed Price: Group meeting: CLASS Research are Physicsists Born or Made

Nov 16: Mackenzie Stetzer, Group Meeting

Nov 30: Danielle Harlow, CU School of Ed, PER Group.

Dec 6: Sam McKagan, CU Physics, PER Group

2007:

Jan 18: Noah Podolefsky: Representation & Analogy

Jan 25: Joe Redish: Theory in PER: Why? What? How?

Feb 1: Pat Kohl: Representation & student reasoning

Feb 8:Carlos Vignolo: Higher Ed Reform in Chile

Feb 15: Chandra Turpen: Faculty beliefs and practices in physics teaching

Feb 22: Linda Koch: Chemistry Education Research

Mar 1: Eugenia Etkina, Rutgers Univesity: ISLE & assesment of scientific abilities

Mar 8: Catherine Crouch (Swarthmore) visitng CU PER@C: discussion On Reducing the Gender Gap in Introductory Physics courses

Mar 15: Wendy Adams: Problem Solving in Physics

Mar 22: Chris Keller: the i>Clicker Story at CU

April 5: Kathy Perkins: Students opinions of clickers in upper division physics

April 12: Otero, Pollock, Finkelstein, the LA Story

April 19: Laurie Langdon: Chemistry Concept Challenges--- Chemistry Education Research

April 19: special visitor: Dr. Marcelo Knobel:IFI, Brazil

April 26: visitor Gerd Kortemeyer, Michigan State University, of Lon-CAPA fame and recent work in attitudes, behavior and discussion Phys Rev

May 17: Valerie Otero: how students develop an understanding of models in science

May 31: Chris Keller will be reporting on the 2nd portion of the Clicker study

June 7: reading group: dynamics and transfer: K-state chapter

June 7: DBER: John Stocke: Addressing Measurement / Systematic Errors with the Eratosthenes Experiment

June 7: reading group: dynamics and transfer: diSessa chapter

June 14: reading group: dynamics and transfer: TV chapter 12

June 15: (special day): Noah Podolefsky: using video and transcript analysis to study student use of analogy

June 21: DBER: Merry Havens: CU Teacher Prep - an insider's perspective

Jun 28: PER: Chandra Turpen: an Activity Theoretic analysis of faculty practices using PER-tools

July 10: 1:30p -11th floor Gamow Tower - NOTE TIME CHANGE TO 1:30p
SPECIAL EVENT: BRIAN GRAVEL- Tufts University: Center for Engineering Educaiton Outreach:
Children's Multiple Representations of Their Ideas about Science

July 12: PER GROUP MEETING: Lauren Kost: The Gender Gap in Physics: preliminary analyzes of sources

Jul 19: DBER Meeting, Porter 121: 11:30am Ed's Tools: Mike Klymkowski

Jul 26: AAPT Practice Talks.

Aug 9: DBER Meeting: Porter Bio-Sciences

Aug 16: Mariel Desroche: the Learning Assistant Program and impact on physics majors

Aug 30: PER Group Meeting: Baily on Modern Physics reforms

Aug 30: DBER Group Meeting: Mary Nelson: Math reforms (Porter B121)

Sep 6: PER Group Meeting: Noah Finkelstein, a revisionist history of the field of PER

Sep 13: No group meeting: Rosh HaShannah

Sep 20: Laurel Mayhew: The Sophomore physics Labs and Informal Science Education

Sept 27: Noah Podolefsky: teaching competence with analogies in physics

Oct 4: Scott Simkins, NC A&T - PER and Economics Education Research

Oct 11: Group Meeting: Archie Paulson Studying PhET Sims: CCK in Tutorials

Oct 18: Sam McKagan - Student Reasoning about Analogies

Oct 25: Kathy Perkins, the CLASS and current research - BRITISH STUDIES ROOM 11:45a

Nov 1: Group Meeting: Bud Talbot III: The Flexible Application of Student-Centered Instruction (FASCI)

Nov 8: No Group Meeting

Nov 15: Reading group & Special Guest Speaker: Michael Marder, UT Austin and UTeach program

Nov 15: Reading group & Special Guest Speaker: Michael Marder, UT Austin and UTeach program

Nov 21: NOON - SPECIAL SESSION - Barry Kluger-Bell, the Assistant Director for the Institute for Inquiry.

Nov 29: Group Meeting. Dr. Douglas Duncan on the Nature of Science and Pseudoscience

Dec 6: Group Meeting:. Special Guest: S. Raj Chaudhury, CNU -Technology in Teaching

Dec 13: Dr. Laurel Mayhew: University-Community Partnerships

2008

Jan 17: 12:30p PER Group Mtg: Valerie Otero - CU Teach, the NMSI, and what to do with $2.4M

Jan 24: 12:30p PER Group Meeting: Stephanie Chasteen, E&M upper division revisions

Jan 31: Grp Mtg: Reading Group: Henderson and Dancy paper on instiutional change (or lackthereof)

Feb 7: Darren Tarshis: Unpacking the Hidden Curriculum

Feb 14: Charles Baily: QM and understanding of measurement and probability (probably)

Feb 21: Lauren Kost: Examing the Gender Gap in Physics

Feb 28: Turpen: on transforming upper division physics... what can we measure?

Mar 6: Tom Bing: University of Maryland: Mathematics and Physics

Mar 13: Dancy (UNCC) and Henderson: Instutional Change

Mar 20: McKagan: PhET workshops in Africa