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2010 PERC Proceedings

Conference Information

Dates: July 21-22, 2010
Location: Portland, OR
Theme: Uncovering the hidden curriculum: Research on scientific, critical, and reflective thinking in the physics classroom

Proceedings Information

Editors: Chandralekha Singh, N.Sanjay Rebello, and Mel Sabella
Published: August 24, 2010
AIP URL: AIP Conference Proceedings 1289
Info: Single book; 372 pages; 8.5 X 11 inches, double column
ISBN: 978-0-7354-0844-9
ISSN (Print): 0094-243X
ISSN (Online): 1551-7616

The theme of the 2010 Physics Education Research (PER) Conference was Uncovering the hidden curriculum: Research on scientific, critical, and reflective thinking in the physics classroom. Physics education researchers are examining a broad spectrum of abilities that can be categorized as scientific thinking (i.e., reasoning skills and argumentation practices that feature significantly in physics); critical thinking (i.e., general logical reasoning as applied to, or necessary for, doing physics); and reflective thinking (i.e., thinking about one’s own thinking and learning processes). By focusing on research related to instructional goals that transcend specific subject matter, PERC 2010 provided an opportunity to highlight progress in this area and to identify important avenues for continued work.

Readership: Physics education researchers (faculty, post-doctoral students, and graduate/undergraduate students); researchers in fields close to Physics Education, such as cognitive science, chemistry education, biology education; physics faculty at undergraduate and graduate levels; high school physics teachers

Table of Contents

Front Matter
Invited Papers (16)
Peer-reviewed Papers (71)
Back Matter

INVITED MANUSCRIPTS (16)

First Author Index

Allie · Brookes · Close · Coletta · Demaree · Harlow · Li · Lin · Maloney · Manogue · Mason · Nguyen · Redish · Sabella · Sadaghiani · van Zee

Invited Papers

Toward Meaning and Scientific Thinking in the Traditional Freshman Laboratory: Opening the "Idea Space"
Saalih Allie and Dedra Demaree
AIP Conf. Proc. 1289, pp. 1-4, doi:10.1063/1.3515198
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Experimentation appears to be an ideal context in which several key aspects of scientific thinking can be addressed. However, the traditional freshman laboratory does not appear to be successful in doing so. This paper argues that this has much to do with the way in which tasks are formulated. We propose a simple descriptive model based on the notion of the “idea space” that can be used to analyze task formulation that can promote meaningful critical thinking. A number of factors that affect the size of the idea space are discussed, such as conceptual metaphor and the perceived nature of questioning from a socio-cultural perspective, described in terms of knowledge and information flow.

S. Allie and D. Demaree, Toward Meaning and Scientific Thinking in the Traditional Freshman Laboratory: Opening the "Idea Space", 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 1-4 (2010)], doi:10.1063/1.3515198.

Structuring Classroom Discourse Using Formative Assessment Rubrics
David T. Brookes and Yuhfen Lin
AIP Conf. Proc. 1289, pp. 5-8, doi:10.1063/1.3515248
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There has been substantial attention paid to students’ abilities to engage in a scientific discussion and think critically in a science class. But what constitutes critical thinking in physics? We will discuss a view that critical thinking involves participants (students) becoming increasingly involved in a specialized form of argument that has fixed epistemic rules, but whose rules are seldom made explicit within the physics community that uses them. We will then discuss one method of making the epistemic rules of physics explicit for students by using formative assessment rubrics. We will provide some examples of how these rubrics can be implemented in a physics class and how students were able to transfer critical thinking abilities beyond the physics classroom.

D. T. Brookes and Y. Lin, Structuring Classroom Discourse Using Formative Assessment Rubrics, 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 5-8 (2010)], doi:10.1063/1.3515248.

Using the Algebra Project Method to Regiment Discourse in an Energy Course for Teachers
Hunter G. Close, Lezlie S. DeWater, Eleanor W. Close, Rachel E. Scherr, and Sarah B. McKagan
AIP Conf. Proc. 1289, pp. 9-12, doi:10.1063/1.3515259
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The Algebra Project, led by R. Moses, provides access to understanding of algebra for middle school students and their teachers by guiding them to participate actively and communally in the construction of regimented symbolic systems. We have extended this work by applying it to the professional development of science teachers (K-12) in energy. As we apply the Algebra Project method, the focus of instruction shifts from the learning of specific concepts within the broad theme of energy to the gradual regimentation of the interplay between learners' observation, thinking, graphic representation, and communication. This approach is suitable for teaching energy, which by its transcendence can seem to defy a linear instructional sequence. The learning of specific energy content thus becomes more learner- directed and unpredictable, though at no apparent cost to its extent. Meanwhile, teachers seem empowered by this method to see beginners as legitimate participants in the scientific process.

H. G. Close, L. S. DeWater, E. W. Close, R. E. Scherr, and S. B. McKagan, Using the Algebra Project Method to Regiment Discourse in an Energy Course for Teachers, 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 9-12 (2010)], doi:10.1063/1.3515259.

Developing Thinking and Problem Solving Skills in Introductory Mechanics
Vincent P. Coletta and Jeffery A. Phillips
AIP Conf. Proc. 1289, pp. 13-16, doi:10.1063/1.3515181
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We report on the Thinking in Physics (TIP) project, which helps students develop basic skills necessary for learning physics. We describe methods used to improve students’ thinking and problem-solving skills in TIP introductory mechanics classes, and the effect these methods have had on student learning.

V. P. Coletta and J. A. Phillips, Developing Thinking and Problem Solving Skills in Introductory Mechanics, 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 13-16 (2010)], doi:10.1063/1.3515181.

Applying ISLE Ideas to Active Engagement in the Spins Paradigm
Dedra Demaree
AIP Conf. Proc. 1289, pp. 17-20, doi:10.1063/1.3515192
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Oregon State University’s (OSU) upper-division physics courses rearrange the traditional content to center around conceptual and mathematical ideas, with the aim of having students engage in authentic practices of physics in an interactive environment. The physics majors’ introduction to Quantum Mechanics is the Quantum Measurements and Spin Paradigm (Spins). I taught this course using the existing activities in my first year at OSU. I am heavily influenced by the Investigative Science Learning Environment (ISLE) curriculum model that mirrors the goals of these upper- division courses. Having since spent two years implementing ISLE in the lower-division courses, when I taught the Spins course this year I modified some activities to align with ISLE methodology. I will discuss how the constructivist, scientific-abilities approach of ISLE helped me personalize the Spins course by providing connectivity between activities and a stronger emphasis on the goals surrounding preparing our students to think like physicists.

D. Demaree, Applying ISLE Ideas to Active Engagement in the Spins Paradigm, 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 17-20 (2010)], doi:10.1063/1.3515192.

Uncovering the Hidden Decisions that Shape Curricula
Danielle Harlow
AIP Conf. Proc. 1289, pp. 21-24, doi:10.1063/1.3515205
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Developing explanatory models is a central practice to scientific inquiry. When students create and test explanatory models for scientific phenomenon, they develop content knowledge, knowledge of the nature of science, and creative thinking skills. Unfortunately, such instruction rarely occurs in K-12 science. This is, in part, because teachers do not have the opportunity to develop sophisticated understandings of the process of modeling, but also because teaching in this way requires teachers to make real-time instructional decisions that are responsive to students’ ideas. This is challenging for teachers, especially because this decision process is often invisible. In this talk, I will highlight the importance of providing opportunities for sophisticated science thinking for our youngest learners and consider how uncovering the decisions that shape physics courses for teachers may benefit their future students.

D. Harlow, Uncovering the Hidden Decisions that Shape Curricula, 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 21-24 (2010)], doi:10.1063/1.3515205.

Promoting and Studying Deep-Level Discourse During Large-Lecture Introductory Physics
Sissi L. Li and Dedra Demaree
AIP Conf. Proc. 1289, pp. 25-28, doi:10.1063/1.3515217
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At Oregon State University, the introductory calculus-based physics sequence utilizes social engagement as a learning tool. The reformed curriculum is modeled after the Interactive Science Learning Environment from Rutgers University, and makes use of Peer Instruction as a pedagogical tool to facilitate interactions. Over the past two years we have utilized a number of techniques to understand how to facilitate activities that promote productive discussion within the large lecture classroom. We specifically seek student discussion that goes beyond agreement on conceptual questions, encouraging deeper discussions such as what assumptions are appropriate, or how different assumptions would change the chosen answer to a given question. We have quantitative analysis of engagement based on video data, qualitative analysis of dialogue from audio data, and classroom observations by an external researcher. In this paper we share a subset of what we have learned about how to engage students in deep-level discussions during lecture.

S. L. Li and D. Demaree, Promoting and Studying Deep-Level Discourse During Large-Lecture Introductory Physics, 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 25-28 (2010)], doi:10.1063/1.3515217.

Using Analogy to Solve a Three-Step Physics Problem
Shih-Yin Lin and Chandralekha Singh
AIP Conf. Proc. 1289, pp. 29-32, doi:10.1063/1.3515228
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In a companion paper, we discuss students’ ability to take advantage of what they learn from a solved problem and transfer their learning to solve a quiz problem that has different surface features but the same underlying physics principles. Here, we discuss students’ ability to perform analogical reasoning between another pair of problems. Both the problems can be solved using the same physics principles. However, the solved problem provided was a two- step problem (which can be solved by decomposing it into two sub-problems) while the quiz problem was a three-step problem. We find that it is challenging for students to extend what they learned from a two-step problem to solve a three-step problem.

S. Lin and C. Singh, Using Analogy to Solve a Three-Step Physics Problem, 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 29-32 (2010)], doi:10.1063/1.3515228.

nTIPERs: Tasks to Help Students “Unpack” Aspects of Newtonian Mechanics
David Maloney, Curtis J. Hieggelke, and Stephen E. Kanim
AIP Conf. Proc. 1289, pp. 33-36, doi:10.1063/1.3515239
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nTIPERs (Newtonian Tasks Inspired by Physics Education Research), are tasks intended to strengthen students’ conceptual understanding of topics in introductory mechanics. These tasks can be used individually as in-class assignments, as homework, or as evaluation instruments, and are especially appropriate for incremental adoption by instructors who wish to strengthen the conceptual focus of their introductory courses. We will present examples of several nTIPER tasks related to common student difficulties with different aspects of the concept of force: Force as proportional to velocity; force as a property of an object; and force calculated from mass times acceleration. We will also present ideas for how to use nTIPERs.

D. Maloney, C. J. Hieggelke, and S. E. Kanim, nTIPERs: Tasks to Help Students “Unpack” Aspects of Newtonian Mechanics, 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 33-36 (2010)], doi:10.1063/1.3515239.

Upper-Division Activities That Foster “Thinking Like A Physicist”
Corinne A. Manogue, Leonard Cerny, Elizabeth Gire, Donald B. Mountcastle, Edward Price, and Emily H. van Zee
AIP Conf. Proc. 1289, pp. 37-40, doi:10.1063/1.3515242
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In this targeted poster session, curriculum developers presented their favorite upper-division activity to small groups of session participants. The developers and participants were asked to identify hidden curriculum goals related to “thinking like a physicist” and discuss how the different styles of activities might help students achieve these goals.

C. A. Manogue, L. Cerny, E. Gire, D. B. Mountcastle, E. Price, and E. H. v. Zee, Upper-Division Activities That Foster “Thinking Like A Physicist”, 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 37-40 (2010)], doi:10.1063/1.3515242.

Using Reflection with Peers to Help Students Learn Effective Problem Solving Strategies
Andrew J. Mason and Chandralekha Singh
AIP Conf. Proc. 1289, pp. 41-44, doi:10.1063/1.3515243
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We describe a study in which introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into the “Peer Reflection" (PR) group and the traditional group. Each week in recitation, students in the PR group reflected in small teams on selected problems from the homework. The graduate and undergraduate teaching assistants (TAs) in the PR group recitations provided guidance and coaching to help students learn effective problem solving heuristics. In the recitations for the traditional group, students had the opportunity to ask the graduate TA questions about the homework before they took a weekly quiz. On the final exam with only multiple-choice questions, the PR group drew diagrams on more problems than the traditional group, even when there was no external reward for doing so. Since there was no partial credit for drawing the diagrams on the scratch books, students did not draw diagrams simply to get credit for the effort shown and must value the use of diagrams for solving problems if they drew them. We also find that, regardless of whether the students belonged to the traditional or PR groups, those who drew more diagrams for the multiple-choice questions outperformed those who did not draw them.

A. J. Mason and C. Singh, Using Reflection with Peers to Help Students Learn Effective Problem Solving Strategies, 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 41-44 (2010)], doi:10.1063/1.3515243.

Facilitating Students’ Problem Solving across Multiple Representations in Introductory Mechanics
Dong-Hai Nguyen, Elizabeth Gire, and N. Sanjay Rebello
AIP Conf. Proc. 1289, pp. 45-48, doi:10.1063/1.3515244
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Solving problems presented in multiple representations is an important skill for future physicists and engineers. However, such a task is not easy for most students taking introductory physics courses. We conducted teaching/learning interviews with 20 students in a first-semester calculus-based physics course on several topics in introductory mechanics. These interviews helped identify the common difficulties students encountered when solving physics problems posed in multiple representations as well as the hints that help students overcome those difficulties. We found that most representational difficulties arise due to the lack of students’ ability to associate physics knowledge with corresponding mathematical knowledge. Based on those findings, we developed, tested and refined a set of problem-solving exercises to help students learn to solve problems in graphical and equational representations. We present our findings on students’ common difficulties with graphical and equational representations, the problem-solving exercises and their impact on students’ problem solving abilities.

D. Nguyen, E. Gire, and N. S. Rebello, Facilitating Students’ Problem Solving across Multiple Representations in Introductory Mechanics, 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 45-48 (2010)], doi:10.1063/1.3515244.

Introducing students to the culture of physics: Explicating elements of the hidden curriculum
Edward F. Redish
AIP Conf. Proc. 1289, pp. 49-52, doi:10.1063/1.3515245
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When we teach physics to prospective scientists and engineers we are teaching more than the "facts" of physics – more, even, than the methods and concepts of physics. We are introducing them to a complex culture - a mode of thinking and the cultural code of behavior of a community of practicing scientists. This culture has components that are often part of our hidden curriculum: epistemology - how we decide that we know something; ontology - how we parse the observable world into categories, objects, and concepts; and discourse - how we hold a conversation in order to generate new knowledge and understanding. Underlying all of this is intuition – a culturally created sense of meaning. To explicitly identify teach our hidden curriculum we must pay attention to students' intuition and perception of physics, not just to their reasoning.

E. F. Redish, Introducing students to the culture of physics: Explicating elements of the hidden curriculum, 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 49-52 (2010)], doi:10.1063/1.3515245.

What We Learned by Moving Beyond Content Knowledge and Diversifying Our Research Agenda
Mel Sabella
AIP Conf. Proc. 1289, pp. 53-56, doi:10.1063/1.3515246
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The Physics Program at Chicago State University has been investigating student learning for the past eight years in an effort to construct an effective instructional environment for the urban physics student. In our initial work, the targeted analysis on student content understanding caused us to miss the specific attitudes, thinking, and reasoning skills present in our students. As our research focus began to shift to identifying these other skills, we began to identify specific student resources that foster an active learning environment in the introductory physics course. In addition, we began to uncover a set of coherent, robust content knowledge that we had previously overlooked. Research studies on collaboration in the classroom and work on identifying intuitive and formal reasoning has since provided a rich, complex picture of student understanding and has informed the development of our instructional environment.

M. Sabella, What We Learned by Moving Beyond Content Knowledge and Diversifying Our Research Agenda, 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 53-56 (2010)], doi:10.1063/1.3515246.

Scientific Reasoning for Pre-service Elementary Teachers
Homeyra R. Sadaghiani
AIP Conf. Proc. 1289, pp. 57-60, doi:10.1063/1.3515247
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The objectives of K-12 teacher education science courses often focus on conceptual learning and improving students overall attitude towards science. It is often assumed that with the use of research-based curriculum material and more hands on inquiry approaches, without any explicit instruction, student scientific and critical thinking skills would also be enhanced. In the last three years, we have been investigating student scientific and evidence-based reasoning abilities in a K-8 pre-service science course at Cal Poly Pomona. After recognizing student difficulties understanding the elements of scientific reasoning, we have provided explicit feedback using a rubric to assist students to become more rigorous and reflective thinkers; to use appropriate and accurate vocabulary; exercise evidence-base reasoning; and develop skepticism with respect to their own views. We will share the rubric and report on the preliminary results.

H. R. Sadaghiani, Scientific Reasoning for Pre-service Elementary Teachers, 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 57-60 (2010)], doi:10.1063/1.3515247.

Documenting and Interpreting Ways to Engage Students in ‘Thinking Like a Physicist’
Emily H. van Zee and Corinne A. Manogue
AIP Conf. Proc. 1289, pp. 61-64, doi:10.1063/1.3515249
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The Paradigms in Physics Program at Oregon State University has adapted a variety of interactive pedagogies to engage students in ‘thinking like a physicist.’ Video recordings of class sessions document what the students and instructor say and do. This paper discusses development of narrative interpretations of such videos. Examples are drawn from two detailed narratives of activities during which the main ideas emerged during the wrap-up discussions rather than during the tasks that the students had been doing in their small groups. The goal of these ‘compare and contrast’ wrap-up discussions was to help the students envision connections among geometric and algebraic representations of the mathematics they would be using during the coming weeks of instruction in quantum mechanics. The purpose of the narratives is to provide examples of wrap-up discussions with commentary about ways in which the instructor was choosing to guide this process.

E. H. v. Zee and C. A. Manogue, Documenting and Interpreting Ways to Engage Students in ‘Thinking Like a Physicist’, 2010 PERC Proceedings [Portland, OR, July 21-22, 2010], edited by C. Singh, N. S. Rebello, and M. Sabella [AIP Conf. Proc. 1289, 61-64 (2010)], doi:10.1063/1.3515249.

PEER REVIEWED MANUSCRIPTS (71)

First Author Index

Atkins · Baily · Barniol · Barth-Cohen · Bartiromo · Brewe · Carmichael · Chini · Clark · Close · Corpuz · Cummings · Dancy · DeBeck · Dedic · de la Garza · Ding · Docktor · Garcia · Garza · Gire · Goldberg · Gray · Harlow · Hawkins · Henderson · Hinrichs · Johnson · Juma · Kahle · Kapon · Kohl · Kost-Smith · Lau · Li · Lin · Loverude · Marin-Suarez · Marx · McBride · Miller · Murphy · Nakamura · Nguyen · Pepper · Perez-Goytia · Perkins · Podolefsky · Pollock · Price · Rodoff · Rayyan · Rodriguez · Rosengrant · Sadaghiani · Sawtelle · Scherr · Siddiqui · Singh · Smith · Spike · Strand · Taylor · Teodorescu · Turpen · Wang · Watkins · Wulf · Zavala · Zhu

Peer-reviewed Papers

Constructing Definitions as a Goal of Inquiry
Leslie J. Atkins and Irene Y. Salter
AIP Conf. Proc. 1289, pp. 65-68, doi:10.1063/1.3515250
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Interpretation in Quantum Physics as Hidden Curriculum
Charles Baily and Noah D. Finkelstein
AIP Conf. Proc. 1289, pp. 69-72, doi:10.1063/1.3515251
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Vector Addition: Effect of the Context and Position of the Vectors
Pablo Barniol and Genaro Zavala
AIP Conf. Proc. 1289, pp. 73-76, doi:10.1063/1.3515252
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Generating Explanations for an Emergent Process: The Movement of Sand Dunes
Lauren Barth-Cohen
AIP Conf. Proc. 1289, pp. 77-80, doi:10.1063/1.3515253
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Searching for Evidence of Student Understanding
Tara Bartiromo
AIP Conf. Proc. 1289, pp. 81-84, doi:10.1063/1.3515254
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Changing Participation Through Formation of Student Learning Communities
Eric Brewe, Laird H. Kramer, and George O'Brien
AIP Conf. Proc. 1289, pp. 85-88, doi:10.1063/1.3515255
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Comparing Student Learning in Mechanics Using Simulations and Hands-on Activities
Adrian Carmichael, Jacquelyn J. Chini, N. Sanjay Rebello, and Sadhana Puntambekar
AIP Conf. Proc. 1289, pp. 89-92, doi:10.1063/1.3515256
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How Does Visual Attention Differ Between Experts and Novices on Physics Problems?
Adrian Carmichael, Adam M. Larson, Elizabeth Gire, Lester C. Loschky, and N. Sanjay Rebello
AIP Conf. Proc. 1289, pp. 93-96, doi:10.1063/1.3515257
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Effects of a Prior Virtual Experience on Students’ Interpretations of Real Data
Jacquelyn J. Chini, Adrian Carmichael, Elizabeth Gire, N. Sanjay Rebello, and Sadhana Puntambekar
AIP Conf. Proc. 1289, pp. 97-100, doi:10.1063/1.3515258
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Fluctuations in Student Understanding of Newton’s 3rd Law
Jessica Clark, Eleanor C. Sayre, and Scott V. Franklin
AIP Conf. Proc. 1289, pp. 101-104, doi:10.1063/1.3515171
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Energy in Action: The Construction of Physics Ideas in Multiple Modes
Eleanor W. Close, Hunter G. Close, Sarah B. McKagan, and Rachel E. Scherr
AIP Conf. Proc. 1289, pp. 105-108, doi:10.1063/1.3515172
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The Use of a Web-Based Classroom Interaction System in Introductory Physics Classes
Edgar D. Corpuz and Rolando Rosalez
AIP Conf. Proc. 1289, pp. 109-112, doi:10.1063/1.3515173
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Beta-Test Data on an Assessment of Textbook Problem Solving Ability: An Argument for Right/Wrong Grading?
Karen Cummings and Jeffrey Marx
AIP Conf. Proc. 1289, pp. 113-116, doi:10.1063/1.3515174
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Why Do Faculty Try Research Based Instructional Strategies?
Melissa H. Dancy, Chandra Turpen, and Charles R. Henderson
AIP Conf. Proc. 1289, pp. 117-120, doi:10.1063/1.3515175
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TA Beliefs in a SCALE-UP Style Classroom
George DeBeck, Sam Settelmeyer, Sissi L. Li, and Dedra Demaree
AIP Conf. Proc. 1289, pp. 121-124, doi:10.1063/1.3515176
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Are All Wrong FCI Answers Equivalent?
Helena Dedic, Steven Rosenfield, and Nathaniel Lasry
AIP Conf. Proc. 1289, pp. 125-128, doi:10.1063/1.3515177
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Assessing Students' Attitudes In A College Physics Course In Mexico
Jorge de la Garza and Hugo Alarcon
AIP Conf. Proc. 1289, pp. 129-132, doi:10.1063/1.3515178
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Sustained Effects of Solving Conceptually-scaffolded Synthesis Problems
Lin Ding, Neville W. Reay, Andrew F. Heckler, and Lei Bao
AIP Conf. Proc. 1289, pp. 133-136, doi:10.1063/1.3515179
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A Conceptual Approach to Physics Problem Solving
Jennifer Docktor, Natalie E. Strand, Jose P. Mestre, and Brian H. Ross
AIP Conf. Proc. 1289, pp. 137-140, doi:10.1063/1.3515180
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The Impact of the History of Physics on Student Attitude and Conceptual Understanding of Physics
Sarah Garcia, April Hankins, and Homeyra R. Sadaghiani
AIP Conf. Proc. 1289, pp. 141-144, doi:10.1063/1.3515182
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Electric Field Concept: Effect of the Context and the Type of Questions
Alejandro Garza and Genaro Zavala
AIP Conf. Proc. 1289, pp. 145-148, doi:10.1063/1.3515183
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Investigating the Perceived Difficulty of Introductory Physics Problems
Elizabeth Gire and N. Sanjay Rebello
AIP Conf. Proc. 1289, pp. 149-152, doi:10.1063/1.3515184
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Development and evaluation of large-enrollment, active-learning physical science curriculum
Fred Goldberg, Edward Price, Danielle Harlow, Stephen J. Robinson, Rebecca Kruse, and Michael McKean
AIP Conf. Proc. 1289, pp. 153-156, doi:10.1063/1.3515185
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Are Learning Assistants Better K-12 Science Teachers?
Kara E. Gray, David C. Webb, and Valerie K. Otero
AIP Conf. Proc. 1289, pp. 157-160, doi:10.1063/1.3515186
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Learning Pedagogy in Physics
Danielle Harlow, Lauren Swanson, Hilary A. Dwyer, and Julie A. Bianchini
AIP Conf. Proc. 1289, pp. 161-164, doi:10.1063/1.3515187
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Students’ Responses to Different Representations of a Vector Addition Question
Jeffrey M. Hawkins, John R. Thompson, Michael C. Wittmann, Eleanor C. Sayre, and Brian W. Frank
AIP Conf. Proc. 1289, pp. 165-168, doi:10.1063/1.3515188
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Variables that Correlate with Faculty Use of Research-Based Instructional Strategies
Charles R. Henderson, Melissa H. Dancy, and Magdalena Niewiadomska-Bugaj
AIP Conf. Proc. 1289, pp. 169-172, doi:10.1063/1.3515189
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Writing Position Vectors in 3-d Space: A Student Difficulty With Spherical Unit Vectors in Intermediate E&M
Brant E. Hinrichs
AIP Conf. Proc. 1289, pp. 173-176, doi:10.1063/1.3515190
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Exploring Student Understanding of Atoms and Radiation with the Atom Builder Simulator
Andy Johnson and Anna Hafele
AIP Conf. Proc. 1289, pp. 177-180, doi:10.1063/1.3515191
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Students' and Instructor's Impressions of Ill-structured Capstone Projects in an Advanced Electronics Lab
Nasser M. Juma, Elizabeth Gire, Kristan Corwin, Brian Washburn, and N. Sanjay Rebello
AIP Conf. Proc. 1289, pp. 181-184, doi:10.1063/1.3515193
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An Evolving Model for Seeing Colored Objects: A Case Study Progression
Emma Kahle, Rachel E. Scherr, and Hunter G. Close
AIP Conf. Proc. 1289, pp. 185-188, doi:10.1063/1.3515194
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Instructional explanations as an interface - The role of explanatory primitives
Shulamit Kapon and Andrea A. diSessa
AIP Conf. Proc. 1289, pp. 189-192, doi:10.1063/1.3515195
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Direct and Indirect Approaches to Increasing Conceptual Survey Gains
Patrick B. Kohl , Charles Pearl, and H. Vincent Kuo
AIP Conf. Proc. 1289, pp. 193-196, doi:10.1063/1.3515196
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Gender Differences in Physics 1: The Impact of a Self-Affirmation Intervention
Lauren E. Kost-Smith, Steven J. Pollock, Noah D. Finkelstein, Geoffrey L. Cohen, Tiffany A. Ito, and Akira Miyake
AIP Conf. Proc. 1289, pp. 197-200, doi:10.1063/1.3515197
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Frame Analysis as a Way to Understand the Complex Dynamic of Classroom Teaching Practice
Matty Lau
AIP Conf. Proc. 1289, pp. 201-204, doi:10.1063/1.3515199
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Survey Development for Assessing Learning Identity in an ISLE Classroom
Sissi L. Li, Jennifer A. Roth, and Dedra Demaree
AIP Conf. Proc. 1289, pp. 205-208, doi:10.1063/1.3515201
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Using Analogies to Learn Introductory Physics
Shih-Yin Lin and Chandralekha Singh
AIP Conf. Proc. 1289, pp. 209-212, doi:10.1063/1.3515202
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Investigating Student Understanding for a Statistical Analysis of Two Thermally Interacting Solids
Michael E. Loverude
AIP Conf. Proc. 1289, pp. 213-216, doi:10.1063/1.3515203
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Influence of Learning Styles on Conceptual Learning of Physics
Teresita Marin-Suarez and Hugo Alarcon
AIP Conf. Proc. 1289, pp. 217-220, doi:10.1063/1.3515204
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Development of a Survey Instrument to Gauge Students’ Problem-Solving Abilities
Jeffrey Marx and Karen Cummings
AIP Conf. Proc. 1289, pp. 221-224, doi:10.1063/1.3515206
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Student Understanding of the Correlation between Hands- on Activities and Computer Visualizations of NMR/MRI
Dyan L. McBride, Sytil K. Murphy, and Dean A. Zollman
AIP Conf. Proc. 1289, pp. 225-228, doi:10.1063/1.3515207
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Losing it: The Influence of Losses on Individuals' Normalized Gains
Kelly Miller, Nathaniel Lasry, Orad Reshef, Jason E. Dowd, Ives Araujo, and Eric Mazur
AIP Conf. Proc. 1289, pp. 229-232, doi:10.1063/1.3515208
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REU Students’ Initial Perceptions of Scientific Ethics
Sytil K. Murphy and Dean A. Zollman
AIP Conf. Proc. 1289, pp. 233-236, doi:10.1063/1.3515209
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Pilot Testing of the Pathway Active Learning Environment
Christopher M. Nakamura, Sytil K. Murphy, Dean A. Zollman, Michael Christel, and Scott M. Stevens
AIP Conf. Proc. 1289, pp. 237-240, doi:10.1063/1.3515210
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Facilitating Strategies for Solving Work-Energy Problems in Graphical and Equational Representations
Dong-Hai Nguyen, Elizabeth Gire, and N. Sanjay Rebello
AIP Conf. Proc. 1289, pp. 241-244, doi:10.1063/1.3515211
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Our best juniors still struggle with Gauss’s Law: Characterizing their difficulties
Rachel E. Pepper, Stephanie Chasteen, Steven J. Pollock, and Katherine K. Perkins
AIP Conf. Proc. 1289, pp. 245-248, doi:10.1063/1.3515212
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Understanding and Interpreting Calculus Graphs: Refining an Instrument
Nadia Perez-Goytia, Angeles Dominguez, and Genaro Zavala
AIP Conf. Proc. 1289, pp. 249-252, doi:10.1063/1.3515213
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Who Becomes a Physics Major? A Long-term Longitudinal Study Examining the Roles of Pre-college Beliefs about Physics and Learning Physics, Interest, and Academic Achievement
Katherine K. Perkins and M. Gratny
AIP Conf. Proc. 1289, pp. 253-256, doi:10.1063/1.3515214
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Characterizing Complexity of Computer Simulations and Implications for Student Learning
Noah S. Podolefsky, Wendy K. Adams, Kelly Lancaster, and Katherine K. Perkins
AIP Conf. Proc. 1289, pp. 257-260, doi:10.1063/1.3515215
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The use of concept tests and peer instruction in upper-division physics
Steven J. Pollock, Stephanie Chasteen, Michael Dubson, and Katherine K. Perkins
AIP Conf. Proc. 1289, pp. 261-264, doi:10.1063/1.3515218
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Comparing Educational Tools Using Activity Theory: Clickers and Flashcards
Edward Price, Charles De Leone, and Nathaniel Lasry
AIP Conf. Proc. 1289, pp. 265-268, doi:10.1063/1.3515219
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The Beginnings of Energy in Third Graders’ Reasoning
Jennifer Rodoff, Fred Goldberg, David Hammer, and Sharon Fargason
AIP Conf. Proc. 1289, pp. 269-272, doi:10.1063/1.3515220
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Improved Student Performance in Electricity and Magnetism Following Prior MAPS Instruction in Mechanics
Saif Rayyan, Andrew Pawl, Analia Barrantes, Raluca E. Teodorescu, and David E. Pritchard
AIP Conf. Proc. 1289, pp. 273-276, doi:10.1063/1.3515221
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Constructing a Model of Physics Expertise
Idaykis Rodriguez, Eric Brewe, and Laird H. Kramer
AIP Conf. Proc. 1289, pp. 277-280, doi:10.1063/1.3515222
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Pre-Service Physics Teachers and Physics Education Research
David Rosengrant
AIP Conf. Proc. 1289, pp. 281-284, doi:10.1063/1.3515223
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Online Multimedia PreLab Tutorials in Conservation Laws
Homeyra R. Sadaghiani
AIP Conf. Proc. 1289, pp. 285-288, doi:10.1063/1.3515224
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Positive Impacts of Modeling Instruction on Self-Efficacy
Vashti Sawtelle, Eric Brewe, and Laird H. Kramer
AIP Conf. Proc. 1289, pp. 289-292, doi:10.1063/1.3515225
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“Energy Theater”: Using The Body Symbolically To Understand Energy
Rachel E. Scherr, Hunter G. Close, Sarah B. McKagan, and Eleanor W. Close
AIP Conf. Proc. 1289, pp. 293-296, doi:10.1063/1.3515226
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Surveying Instructors’ Attitudes and Approaches to Teaching Quantum Mechanics
Shabnam Siddiqui and Chandralekha Singh
AIP Conf. Proc. 1289, pp. 297-300, doi:10.1063/1.3515227
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Surveying Students’ Understanding of Quantum Mechanics
Chandralekha Singh and Guangtian Zhu
AIP Conf. Proc. 1289, pp. 301-304, doi:10.1063/1.3515229
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Addressing Student Difficulties with Statistical Mechanics: The Boltzmann Factor
Trevor I. Smith, John R. Thompson, and Donald B. Mountcastle
AIP Conf. Proc. 1289, pp. 305-308, doi:10.1063/1.3515230
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Examining the Beliefs and Practice of Teaching Assistants: Two Case Studies
Benjamin T. Spike and Noah D. Finkelstein
AIP Conf. Proc. 1289, pp. 309-312, doi:10.1063/1.3515231
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Design of a Synthesizing Lecture on Mechanics Concepts
Natalie E. Strand, Jennifer Docktor, Gary Gladding, Jose P. Mestre, and Brian H. Ross
AIP Conf. Proc. 1289, pp. 313-316, doi:10.1063/1.3515232
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Physics Teacher Characteristics and Classroom Practices
Melissa S. Taylor and Jeffery A. Phillips
AIP Conf. Proc. 1289, pp. 317-320, doi:10.1063/1.3515233
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Toward an Integrated Online Learning Environment
Raluca E. Teodorescu, Andrew Pawl, Saif Rayyan, Analia Barrantes, and David E. Pritchard
AIP Conf. Proc. 1289, pp. 321-324, doi:10.1063/1.3515234
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Faculty Perspectives On Using Peer Instruction: A National Study
Chandra Turpen, Melissa H. Dancy, and Charles R. Henderson
AIP Conf. Proc. 1289, pp. 325-328, doi:10.1063/1.3515235
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Maximum Likelihood Estimation (MLE) of students’ understanding of vector subtraction
Tianren Wang and Eleanor C. Sayre
AIP Conf. Proc. 1289, pp. 329-332, doi:10.1063/1.3515236
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Understanding How Students Use Physical Ideas in Introductory Biology Courses
Jessica Watkins, Kristi Hall, Edward F. Redish, and Todd J. Cooke
AIP Conf. Proc. 1289, pp. 333-336, doi:10.1063/1.3515237
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Impact of Informal Science Education on Children's Attitudes About Science
Rosemary Wulf, Laurel Mayhew, and Noah D. Finkelstein
AIP Conf. Proc. 1289, pp. 337-340, doi:10.1063/1.3515238
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Students’ Understanding of the Concepts of Vector Components and Vector Products
Genaro Zavala and Pablo Barniol
AIP Conf. Proc. 1289, pp. 341-344, doi:10.1063/1.3515240
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Improving Students’ Understanding of Quantum Measurement
Guangtian Zhu and Chandralekha Singh
AIP Conf. Proc. 1289, pp. 345-348, doi:10.1063/1.3515241
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