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2014 PERC Proceedings

Conference Information

Dates: July 30-31, 2014
Location: Minneapolis, MN
Theme: Outpacing New Technologies with Novel Pedagogies: The Role of PER in the Transforming Landscape of Higher Education

Proceedings Information

Editors: Paula V. Engelhardt, Alice D. Churukian, and Dyan L. Jones
Published: April 28, 2015
Info: Single book; 304 pages; 8.5 X 11 inches, double column
ISBN: 978-1-931024-23-5
ISSN (Print): 1539-9028
ISSN (Online): 2377-2379

The theme of the 2014 PER conference was "Outpacing New Technologies with Novel Pedagogies: The Role of PER in the Transforming Landscape of Higher Education." This conference highlighted the interaction of educational technologies with new pedagogical approaches to classroom teaching such as MOOC, flipped classrooms and on-line courses. The roughly 305 conference attendees were encouraged to gain a deeper understanding of these technology-driven classroom environments and to consider how physics education researchers can guide and assess these environments. In addition to the papers addressing this year’s theme, the remainder of the papers represent the diversity of current research within PER and help this volume fulfill its purpose of providing an annual snapshot of the field.

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
Preface
Plenary Papers (2)
Peer-reviewed Papers (70)
Back Matter

PLENARY MANUSCRIPTS (2)

First Author Index

Dubson · Fairweather

Plenary Papers

Apples vs. Oranges: Comparison of Student Performance in a MOOC vs. a Brick-and-Mortar Course
Michael Dubson, Ed Johnsen, David Lieberman, Jack Olsen, and Noah D. Finkelstein
2014 Physics Education Research Conference Proceedings, pp. 9-12, doi:10.1119/perc.2014.plenary.001
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In the fall of 2013, we taught the calculus-based introductory physics course at the University of Colorado at Boulder and, at the same time we taught a MOOC version of the same course, through Coursera. Students in both courses received identical lectures, homework assignments, and timed exams. We present data on participation rates and exam performance for the two groups. We find that the MOOC is like a drug targeted at a very specific population. When it works, it works well, but it works for very few. This MOOC worked well for older, well-educated students, who already have a good understanding of Newtonian mechanics.

M. Dubson, E. Johnsen, D. Lieberman, J. Olsen, and N. D. Finkelstein, Apples vs. Oranges: Comparison of Student Performance in a MOOC vs. a Brick-and-Mortar Course, 2014 PERC Proceedings [Minneapolis, MN, July 30-31, 2014], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones, doi:10.1119/perc.2014.plenary.001.

Technology And Instructional Reform In STEM Education: Beyond the Classroom
James S. Fairweather
2014 Physics Education Research Conference Proceedings, pp. 13-15, doi:10.1119/perc.2014.plenary.002
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Research in postsecondary education has focused on the pedagogical effectiveness of technology in the classroom. Most relevant literature focuses on students’ cognitive development, professional development of faculty members, and the translation of courses and curricula into digital platforms. The AAU Initiative for the Reform of Undergraduate Education shows that many of the factors affecting the successful use of technology in STEM education lie beyond individual faculty members and students. Reward structures that influence faculty time allocation are set at the institutional level. Administrators select educational software to control costs rather than to maximize learning. This presentation draws on recent experience with the AAU Initiative to describe the variety of factors potentially affecting faculty and student use of technology in teaching and learning.

J. S. Fairweather, Technology And Instructional Reform In STEM Education: Beyond the Classroom, 2014 PERC Proceedings [Minneapolis, MN, July 30-31, 2014], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones, doi:10.1119/perc.2014.plenary.002.

PEER REVIEWED MANUSCRIPTS (70)

First Author Index

Aiken · Amos · Badeau · Baily · Barthelemy · Beatty · Blue · Brown · Chini · Conn · DeVore · Ding · Dou · Doughty · Douglas · Duda · Foote · Fracchiolla · Frank · Gaffney · Goering · Goodhew · Gregorcic · Henderson · Hinko · Holmes · Ives · Kelly · Khatri · Kohl · Kohnle · Kryjevskaia · Laverty · Leniz · Lewandowski · Lieberman · Lin · Majors · Maries · Marshman · McInerny · McPadden · Michelini · Modir · Nainabasti · Passante · Pawl · Perkins · Potvin · Pugliese · Rodriguez · Rosenblatt · Roundy · Ryan · Scott · Singh · Southey · Traxler · Van De Bogart · Van Dusen · Velez · Ward · White · Wilcox · Wolf · Wu · Yang · Yerushalmi · Zwickl · Zwolak

Peer-reviewed Papers

Student Use of a Single Lecture Video in a Flipped Introductory Mechanics Course
John M. Aiken, Shih-Yin Lin, Scott S. Douglas, Edwin F. Greco, Brian D. Thoms, Marcos D. Caballero, and Michael F. Schatz
2014 Physics Education Research Conference Proceedings, pp. 19-22, doi:10.1119/perc.2014.pr.001
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Spatial Reasoning Ability and the Construction of Integrals in Physics
Nathaniel R. Amos and Andrew F. Heckler
2014 Physics Education Research Conference Proceedings, pp. 23-26, doi:10.1119/perc.2014.pr.002
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Design and Evaluation of a Natural Language Tutor for Force and Motion
Ryan Badeau and Andrew F. Heckler
2014 Physics Education Research Conference Proceedings, pp. 27-30, doi:10.1119/perc.2014.pr.003
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Student Reasoning about the Divergence of a Vector Field
Charles Baily and Cecilia Astolfi
2014 Physics Education Research Conference Proceedings, pp. 31-34, doi:10.1119/perc.2014.pr.004
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Understanding Women's Gendered Experiences in Physics and Astronomy Through Microaggressions
Ramón S. Barthelemy, Melinda McCormick, and Charles R. Henderson
2014 Physics Education Research Conference Proceedings, pp. 35-38, doi:10.1119/perc.2014.pr.005
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Pwning Level Bosses in MATLAB: Student Reactions to a Game-Inspired Computational Physics Course
Ian D. Beatty and Lauren A. Harris
2014 Physics Education Research Conference Proceedings, pp. 39-42, doi:10.1119/perc.2014.pr.006
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What Do Students Want? Small Group Instructional Diagnoses of STEM Faculty
Jennifer Blue, Gregg W. Wentzell, and Matthew J. Evins
2014 Physics Education Research Conference Proceedings, pp. 43-46, doi:10.1119/perc.2014.pr.007
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Development and Evaluation of a Quantum Interactive Learning Tutorial on Larmor Precession Of Spin
Benjamin R. Brown and Chandralekha Singh
2014 Physics Education Research Conference Proceedings, pp. 47-50, doi:10.1119/perc.2014.pr.008
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Comparing Traditional and Studio Courses through FCI Gains and Losses
Jacquelyn J. Chini and Jarrad W. T. Pond
2014 Physics Education Research Conference Proceedings, pp. 51-54, doi:10.1119/perc.2014.pr.009
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Learning Assistant Identity Development: Is One Semester Enough?
Jessica Conn, Eleanor W. Close, and Hunter G. Close
2014 Physics Education Research Conference Proceedings, pp. 55-58, doi:10.1119/perc.2014.pr.010
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Development of an Interactive Tutorial on Quantum Key Distribution
Seth DeVore and Chandralekha Singh
2014 Physics Education Research Conference Proceedings, pp. 59-62, doi:10.1119/perc.2014.pr.011
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Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes
Lin Ding
2014 Physics Education Research Conference Proceedings, pp. 63-66, doi:10.1119/perc.2014.pr.012
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Network centrality and student self-efficacy in an interactive introductory physics environment
Remy Dou and Eric Brewe
2014 Physics Education Research Conference Proceedings, pp. 67-70, doi:10.1119/perc.2014.pr.013
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Rubric Design For Separating The Roles Of Open-Ended Assessments
Leanne Doughty and Marcos D. Caballero
2014 Physics Education Research Conference Proceedings, pp. 71-74, doi:10.1119/perc.2014.pr.014
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Peer Evaluation of Video Lab Reports in a Blended Introductory Physics Course
Scott S. Douglas, Shih-Yin Lin, John M. Aiken, Brian D. Thoms, Edwin F. Greco, Marcos D. Caballero, and Michael F. Schatz
2014 Physics Education Research Conference Proceedings, pp. 75-78, doi:10.1119/perc.2014.pr.015
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Student Epistemologies in Project-based Learning Courses
Gintaras Duda and Kristina Ward
2014 Physics Education Research Conference Proceedings, pp. 79-82, doi:10.1119/perc.2014.pr.016
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SCALE-UP Implementation and Intra-Institutional Dissemination: A Case Study of Two Institutions
Kathleen Teressa Foote, Xaver Neumeyer, Charles R. Henderson, Melissa H. Dancy, and Robert J. Beichner
2014 Physics Education Research Conference Proceedings, pp. 83-86, doi:10.1119/perc.2014.pr.017
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Assessing Future Elementary Teachers’ Pedagogical Content Knowledge in a Physics Class
Claudia Fracchiolla and N. Sanjay Rebello
2014 Physics Education Research Conference Proceedings, pp. 87-90, doi:10.1119/perc.2014.pr.018
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Transformative Experiences and Conceptual Understanding of Force and Motion
Brian W. Frank and Paul Mittura
2014 Physics Education Research Conference Proceedings, pp. 91-94, doi:10.1119/perc.2014.pr.019
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Student Satisfaction and Perceptions of Instructor Support in Studio Physics
Jon D. H. Gaffney and Amy L. Housley Gaffney
2014 Physics Education Research Conference Proceedings, pp. 95-98, doi:10.1119/perc.2014.pr.020
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Efficacy of “A-La-Carte” Research-Based Curricular Elements
Kevin C. Goering and Elizabeth Gire
2014 Physics Education Research Conference Proceedings, pp. 99-102, doi:10.1119/perc.2014.pr.021
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Investigating the Proposed Affordances and Limitations of the Substance Metaphor for Energy
Lisa M. Goodhew and Amy D. Robertson
2014 Physics Education Research Conference Proceedings, pp. 103-106, doi:10.1119/perc.2014.pr.022
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Designing and Investigating New Ways of Interactive Whiteboard Use in Physics Instruction
Bor Gregorcic, Eugenia Etkina, and Gorazd Planinšic
2014 Physics Education Research Conference Proceedings, pp. 107-110, doi:10.1119/perc.2014.pr.023
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Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience
Charles R. Henderson, Emily Marshman, Alexandru Maries, Edit Yerushalmi, and Chandralekha Singh
2014 Physics Education Research Conference Proceedings, pp. 111-114, doi:10.1119/perc.2014.pr.024
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Use of Scientific Language by University Physics Students Communicating to the Public
Kathleen Hinko, Jordan Seneca, and Noah D. Finkelstein
2014 Physics Education Research Conference Proceedings, pp. 115-118, doi:10.1119/perc.2014.pr.025
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The Impact of Targeting Scientific Reasoning on Student Attitudes about Experimental Physics
Natasha G. Holmes, Joss Ives, and Doug A. Bonn
2014 Physics Education Research Conference Proceedings, pp. 119-122, doi:10.1119/perc.2014.pr.026
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Measuring the Learning from Two-Stage Collaborative Group Exams
Joss Ives
2014 Physics Education Research Conference Proceedings, pp. 123-126, doi:10.1119/perc.2014.pr.027
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A Case Study of a School District Assessment System and its Correlation with Student Performance in Physical Sciences
Angela M. Kelly, Thea Charles, Minsu Ha, and Keith Sheppard
2014 Physics Education Research Conference Proceedings, pp. 127-130, doi:10.1119/perc.2014.pr.028
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Learning About Educational Change Strategies: A Study of the Successful Propagation of Peer Instruction
Raina Khatri, Charles R. Henderson, Renee Cole, and Jeffrey Froyd
2014 Physics Education Research Conference Proceedings, pp. 131-134, doi:10.1119/perc.2014.pr.029
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Studio at CSM: Physics, Biology, and Beyond
Patrick B. Kohl , Eric S. Toberer, Judith N. Schoonmaker, and H. Vincent Kuo
2014 Physics Education Research Conference Proceedings, pp. 135-138, doi:10.1119/perc.2014.pr.030
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Investigating the Influence of Visualization on Student Understanding of Quantum Superposition
Antje Kohnle, Charles Baily, and Scott Ruby
2014 Physics Education Research Conference Proceedings, pp. 139-142, doi:10.1119/perc.2014.pr.031
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Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches
Mila Kryjevskaia, MacKenzie R. Stetzer, and Thanh K. Le
2014 Physics Education Research Conference Proceedings, pp. 143-146, doi:10.1119/perc.2014.pr.032
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Engaging Physics Faculty in Course Transformation
James T. Laverty, Stuart Tessmer, Melanie M. Cooper, and Marcos D. Caballero
2014 Physics Education Research Conference Proceedings, pp. 147-150, doi:10.1119/perc.2014.pr.033
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Difficulties Understanding the Explicative Model of Simple DC Circuits in Introductory Physics Courses
Ane Leniz, Kristina Zuza, and Jenaro Guisasola
2014 Physics Education Research Conference Proceedings, pp. 151-154, doi:10.1119/perc.2014.pr.034
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Studying Expert Practices to Create Learning Goals for Electronics Labs
H. J. Lewandowski, Noah D. Finkelstein, and Benjamin Pollard
2014 Physics Education Research Conference Proceedings, pp. 155-158, doi:10.1119/perc.2014.pr.035
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Physics I MOOC - Educational Outcomes
David Lieberman, Michael Dubson, Ed Johnsen, Jack Olsen, and Noah D. Finkelstein
2014 Physics Education Research Conference Proceedings, pp. 159-162, doi:10.1119/perc.2014.pr.036
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Peer Evaluation of Video Lab Reports in an Introductory Physics MOOC
Shih-Yin Lin, Scott S. Douglas, John M. Aiken, Chien-Lin Liu, Edwin F. Greco, Brian D. Thoms, Marcos D. Caballero, and Michael F. Schatz
2014 Physics Education Research Conference Proceedings, pp. 163-166, doi:10.1119/perc.2014.pr.037
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Gender & LEAP Pedagogy: What Does The Gender Force Concept Inventory Have To Say?
Twanelle Walker Majors and Paula V. Engelhardt
2014 Physics Education Research Conference Proceedings, pp. 167-170, doi:10.1119/perc.2014.pr.038
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Performance of graduate students at identifying introductory students' difficulties related to kinematics graphs
Alexandru Maries and Chandralekha Singh
2014 Physics Education Research Conference Proceedings, pp. 171-174, doi:10.1119/perc.2014.pr.039
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Developing an Interactive Tutorial on a Quantum Eraser
Emily Marshman and Chandralekha Singh
2014 Physics Education Research Conference Proceedings, pp. 175-178, doi:10.1119/perc.2014.pr.040
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Promoting and assessing student metacognition in physics
Alistair McInerny, Andrew Boudreaux, Mila Kryjevskaia, and Sara Julin
2014 Physics Education Research Conference Proceedings, pp. 179-182, doi:10.1119/perc.2014.pr.041
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The Impacts of Instructor and Student Gender on Student Performance in Introductory Modeling Instruction Courses
Daryl McPadden and Eric Brewe
2014 Physics Education Research Conference Proceedings, pp. 183-186, doi:10.1119/perc.2014.pr.042
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University students' reasoning on physical information encoded in quantum state at a point in time
Marisa Michelini and Giacomo Zuccarini
2014 Physics Education Research Conference Proceedings, pp. 187-190, doi:10.1119/perc.2014.pr.043
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Learning about the Energy of a Hurricane System through an Estimation Epistemic Game
Bahar Modir, Paul W. Irving, Steven F. Wolf, and Eleanor C. Sayre
2014 Physics Education Research Conference Proceedings, pp. 191-194, doi:10.1119/perc.2014.pr.044
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Students’ Participation And Its Relationship To Success In An Interactive Learning Environment
Binod Nainabasti, David T. Brookes, and Yuehai Yang
2014 Physics Education Research Conference Proceedings, pp. 195-198, doi:10.1119/perc.2014.pr.045
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Testing Tutorials in Upper-Division: An Example from Quantum Mechanics
Gina Passante, Paul J. Emigh, and Peter S. Shaffer
2014 Physics Education Research Conference Proceedings, pp. 199-202, doi:10.1119/perc.2014.pr.046
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Is it Disadvantageous to Teach Forces First in Mechanics?
Andrew Pawl
2014 Physics Education Research Conference Proceedings, pp. 203-206, doi:10.1119/perc.2014.pr.047
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Examining the Use of PhET Interactive Simulations in US College and High School Classrooms
Katherine K. Perkins, Emily B. Moore, and Stephanie V. Chasteen
2014 Physics Education Research Conference Proceedings, pp. 207-210, doi:10.1119/perc.2014.pr.048
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Exposure to Underrepresentation Discussion: The Impacts on Women’s Attitudes and Identities
Geoff Potvin, Zahra Hazari, and Robynne M. Lock
2014 Physics Education Research Conference Proceedings, pp. 211-214, doi:10.1119/perc.2014.pr.049
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An effective Teaching/Learning Intervention on Time Dilation and Relativistic Dynamics
Emanuele Pugliese and Lorenzo Santi
2014 Physics Education Research Conference Proceedings, pp. 215-218, doi:10.1119/perc.2014.pr.050
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The Impacts of Modeling Physics in Upper-Level Courses: The Persistence of Males and Females
Idaykis Rodriguez, Geoff Potvin, Eric Brewe, and Laird H. Kramer
2014 Physics Education Research Conference Proceedings, pp. 219-222, doi:10.1119/perc.2014.pr.051
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Comparing Student Ability to Reason with Multiple Variables for Graphed and Non-Graphed Information.
Rebecca Rosenblatt
2014 Physics Education Research Conference Proceedings, pp. 223-226, doi:10.1119/perc.2014.pr.052
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Experts' Understanding of Partial Derivatives Using the Partial Derivative Machine
David J. Roundy, Eric Weber, Grant Sherer, and Corinne A. Manogue
2014 Physics Education Research Conference Proceedings, pp. 227-230, doi:10.1119/perc.2014.pr.053
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Validation of a Conceptual Assessment Tool in E&M II
Qing X. Ryan, Cecilia Astolfi, Charles Baily, and Steven J. Pollock
2014 Physics Education Research Conference Proceedings, pp. 231-234, doi:10.1119/perc.2014.pr.054
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Interdisciplinary Affinity: Definitions and Connections to Physics Identity
Tyler D. Scott, Zahra Hazari, Geoff Potvin, Philip M. Sadler, and Gerhard Sonnert
2014 Physics Education Research Conference Proceedings, pp. 235-238, doi:10.1119/perc.2014.pr.055
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Developing an interactive tutorial on a Mach-Zehnder Interferometer with single photons
Chandralekha Singh and Emily Marshman
2014 Physics Education Research Conference Proceedings, pp. 239-242, doi:10.1119/perc.2014.pr.056
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Vector Addition in Different Contexts
Philip Southey and Saalih Allie
2014 Physics Education Research Conference Proceedings, pp. 243-246, doi:10.1119/perc.2014.pr.057
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Multiple Representations and Epistemic Games in Introductory Physics Exam Solutions
Adrienne L. Traxler, Jonathan V. Mahadeo, Daryl McPadden, and Eric Brewe
2014 Physics Education Research Conference Proceedings, pp. 247-250, doi:10.1119/perc.2014.pr.058
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Student learning of critical circuits concepts in physics and engineering*
Kevin L. Van De Bogart and MacKenzie R. Stetzer
2014 Physics Education Research Conference Proceedings, pp. 251-254, doi:10.1119/perc.2014.pr.059
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From Fear to Self-Expression: The Contextual Nature of Physics Students’ Motivations
Ben Van Dusen and Valerie K. Otero
2014 Physics Education Research Conference Proceedings, pp. 255-258, doi:10.1119/perc.2014.pr.060
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High School Science Experiences Associated to Mastery Orientation Towards Learning
Katrina Velez, Geoff Potvin, and Zahra Hazari
2014 Physics Education Research Conference Proceedings, pp. 259-262, doi:10.1119/perc.2014.pr.061
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The Role of Student Reflection in Project-based Learning Physics Courses
Kristina Ward and Gintaras Duda
2014 Physics Education Research Conference Proceedings, pp. 263-266, doi:10.1119/perc.2014.pr.062
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Bottlenecks in Solving Synthesis Problems
Daniel R. White, Ryan Badeau, Andrew F. Heckler, and Lin Ding
2014 Physics Education Research Conference Proceedings, pp. 267-270, doi:10.1119/perc.2014.pr.063
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Student Difficulties with the Dirac Delta Function
Bethany R. Wilcox and Steven J. Pollock
2014 Physics Education Research Conference Proceedings, pp. 271-274, doi:10.1119/perc.2014.pr.064
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Just Math: A New Epistemic Frame
Steven F. Wolf, Leanne Doughty, Paul W. Irving, Eleanor C. Sayre, and Marcos D. Caballero
2014 Physics Education Research Conference Proceedings, pp. 275-278, doi:10.1119/perc.2014.pr.065
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Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems
Xian Wu, Tianlong Zu, Elise Agra, and N. Sanjay Rebello
2014 Physics Education Research Conference Proceedings, pp. 279 - 282, doi:10.1119/perc.2014.pr.066
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A Study of Informal Learning Communities: a Tale of Two Physics Courses
Yuehai Yang, Binod Nainabasti, David T. Brookes, and Eric Brewe
2014 Physics Education Research Conference Proceedings, pp. 283 - 286, doi:10.1119/perc.2014.pr.067
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Grading Practices and Considerations of Graduate Students at the Beginning of their Teaching Assignment
Edit Yerushalmi, Emily Marshman, Alexandru Maries, Charles R. Henderson, and Chandralekha Singh
2014 Physics Education Research Conference Proceedings, pp. 287 - 290, doi:10.1119/perc.2014.pr.068
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Making Models of Measurement Tools: Examples from Think-Aloud Student Interviews
Benjamin M. Zwickl, Dehui Hu, Noah D. Finkelstein, and H. J. Lewandowski
2014 Physics Education Research Conference Proceedings, pp. 291 - 294, doi:10.1119/perc.2014.pr.069
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Revealing Differences Between Curricula Using the Colorado Upper-Division Electrostatics Diagnostic
Justyna P. Zwolak and Corinne A. Manogue
2014 Physics Education Research Conference Proceedings, pp. 295 - 298, doi:10.1119/perc.2014.pr.070
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