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2015 PERC Proceedings

Conference Information

Dates: July 29-30, 2015
Location: College Park, MD
Theme: Critical examination of laboratory-centered instruction and experimental research in physics education

Proceedings Information

Editors: Alice D. Churukian, Dyan L. Jones, and Lin Ding
Published: December 18, 2015
Info: Single book; 408 pages; 8.5 X 11 inches, double column
ISBN: 978-1-931024-28-0
ISSN (Print): 1539-9028
ISSN (Online): 2377-2379

The theme of the 2015 PER conference was "Critical examination of laboratory-centered instruction and experimental research in physics education." This conference explored ways PER can investigate and support students' development around skills, abilities, and attitudes that foster success in experimental endeavors. 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 (94)
Back Matter

PLENARY MANUSCRIPTS (2)

First Author Index

Holmes · Laursen

Plenary Papers

Developing Quantitative Critical Thinking in the Introductory Physics Lab
Natasha G. Holmes
2015 Physics Education Research Conference Proceedings, pp. 14-17, doi:10.1119/perc.2015.plenary.001
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While the goals for instructional labs have been highly debated, there is consensus that labs have unique potential to develop students’ scientific and experimentation abilities. I present a simple scaffold for introductory labs that uses iterative cycles of comparisons (either between data sets or between data and models) to develop students' epistemologies, experimentation behaviors, and critical thinking abilities. By focusing the iterations on improving measurements, students explore the limits of physical models in the real world and engage in the evaluation and refinement of these models. In a controlled research study, students adopted these behaviors and continued to use them even after instruction to do so had been removed.

N. G. Holmes, Developing Quantitative Critical Thinking in the Introductory Physics Lab, 2015 PERC Proceedings [College Park, MD, July 29-30, 2015], edited by A. D. Churukian, D. L. Jones, and L. Ding, doi:10.1119/perc.2015.plenary.001.

Challenges and opportunities for measuring student outcomes of undergraduate research
Sandra L. Laursen
2015 Physics Education Research Conference Proceedings, pp. 18-21, doi:10.1119/perc.2015.plenary.002
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Inherent in the practice of apprentice-model undergraduate research (UR) is a fundamental tension between the educational goals of UR and its basis in faculty scholarship. This tension leads to challenges for faculty in guiding student researchers in their daily work and in positioning their own UR work within institutionally bifurcated domains of teaching and research. It also generates a disconnect when it comes to measuring the outcomes of UR. Traditional outcome measures emphasize students' career outcomes and research productivity, while education research has documented students' personal and professional learning from UR, including new skills and understandings of disciplinary inquiry, growth in confidence and responsibility, and scientific identity development. Thus far, self-report measures including surveys and interviews have dominated this young body of research. I discuss why assessing the outcomes of apprentice-model undergraduate research is inherently difficult, outline some strengths and limitations of the approaches tried to date, and suggest areas for future research, including the design and measurement challenges that arise in attempting to incorporate undergraduate research into courses.

S. L. Laursen, Challenges and opportunities for measuring student outcomes of undergraduate research, 2015 PERC Proceedings [College Park, MD, July 29-30, 2015], edited by A. D. Churukian, D. L. Jones, and L. Ding, doi:10.1119/perc.2015.plenary.002.

PEER REVIEWED MANUSCRIPTS (94)

First Author Index

Adams · Agra · Alonzo · Amos · Aubrecht II · Axthelm · Badeau · Baily · Balint · Beatty · Berger · Brown · Bryant · Buncher · Caballero · Chudzicki · Claire · Corbo · Countryman · Doscher · Dounas-Frazer · Doyle · Dreyfus · French · Gaffney · Hanshaw · Hayes · Hazelton · Hemingway · Henning · Hu · Hutchison · Hyater-Adams · Irving · Karelina · Keil · Khatri · Kohnle · Kornreich-Leshem · Kranich · Kuo · Laverty · Lewandowski · Lindstrøm · Lock · Loverude · Maries · Marshman · Mason · McPadden · Mestre · Morphew · Nainabasti · Nakamura · Obsniuk · Olmstead · Passante · Pawl · Pawlak · Pollock · Pond · Quan · Quezada-Espinoza · Robertson · Rundquist · Ryan · Sadaghiani · Salehi · Sawtelle · Sayer · Scherr · Scott · Smith · Sohr · Stephens · Tosa · Traxler · Turnbull · Van De Bogart · Van Dusen · Visnjic · Von Korff · Wagner · Whitmore · Wieman · Wilcox · Williams · Wittmann · Wu · Zu · Zwickl · Zwolak

Peer-reviewed Papers

Can students learn from PhET sims at home, alone?
Wendy K. Adams, Zachary Armstrong, and Cynthia Galovich
2015 Physics Education Research Conference Proceedings, pp. 23-26, doi:10.1119/perc.2015.pr.001
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Influence of visual cueing and outcome feedback on students’ visual attention during problem solving
Elise Agra, Drew Johnson, John Hutson, Lester C. Loschky, and N. Sanjay Rebello
2015 Physics Education Research Conference Proceedings, pp. 27-30, doi:10.1119/perc.2015.pr.002
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How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information
Alicia C. Alonzo and Andrew Elby
2015 Physics Education Research Conference Proceedings, pp. 31-34, doi:10.1119/perc.2015.pr.003
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Student Understanding of Differentials in Introductory Physics
Nathaniel R. Amos and Andrew F. Heckler
2015 Physics Education Research Conference Proceedings, pp. 35-38, doi:10.1119/perc.2015.pr.004
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Revealing Effects Of Changes In Middle School Science Teachers’ Practices
Gordon J. Aubrecht, II, Jennifer Esswein, Jessica Creamer, and Bill Schmitt
2015 Physics Education Research Conference Proceedings, pp. 39-42, doi:10.1119/perc.2015.pr.005
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Idea Use Curves
Alex Axthelm, Michael C. Wittmann, Carolina Alvarado, and Laura A. Millay
2015 Physics Education Research Conference Proceedings, pp. 43-46, doi:10.1119/perc.2015.pr.006
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Applying analogical reasoning to introductory-level synthesis problems
Ryan Badeau, Daniel R. White, Bashirah Ibrahim, Andrew F. Heckler, and Lin Ding
2015 Physics Education Research Conference Proceedings, pp. 47-50, doi:10.1119/perc.2015.pr.007
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Student thinking about the divergence and curl in mathematics and physics contexts
Charles Baily, Laurens Bollen, Andrew Pattie, Paul van Kampen, and Mieke De Cock
2015 Physics Education Research Conference Proceedings, pp. 51-54, doi:10.1119/perc.2015.pr.008
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Identifying characteristics of pairs of questions that students answer similarly
Trevor A. Balint, Raluca E. Teodorescu, Kimberly Colvin, Youn-Jeng Choi, and David E. Pritchard
2015 Physics Education Research Conference Proceedings, pp. 55-58, doi:10.1119/perc.2015.pr.009
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Collaboration or copying? Student behavior during two-phase exams with individual and team phases
Ian D. Beatty
2015 Physics Education Research Conference Proceedings, pp. 59-62, doi:10.1119/perc.2015.pr.010
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Interviews with Upper-Level Undergraduates about Representations of Electromagnetic Plane Waves
Andrew J. Berger
2015 Physics Education Research Conference Proceedings, pp. 63-66, doi:10.1119/perc.2015.pr.011
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The effect of giving explicit incentives to correct mistakes on subsequent problem solving in quantum mechanics
Benjamin R. Brown, Chandralekha Singh, and Andrew J. Mason
2015 Physics Education Research Conference Proceedings, pp. 67-70, doi:10.1119/perc.2015.pr.012
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Exploring Student Difficulties With Observation Location
Jaime Bryant, Rita Dawod, Susan M. Fischer, and Mary Bridget Kustusch
2015 Physics Education Research Conference Proceedings, pp. 71-74, doi:10.1119/perc.2015.pr.013
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Algebra-Based Students and Vector Representations: Arrow vs. ijk
John B. Buncher
2015 Physics Education Research Conference Proceedings, pp. 75-78, doi:10.1119/perc.2015.pr.014
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Computation across the curriculum: What skills are needed?
Marcos D. Caballero
2015 Physics Education Research Conference Proceedings, pp. 79-82, doi:10.1119/perc.2015.pr.015
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Validating the pre/post-test in a MOOC environment
Christopher Chudzicki, Zhongzhou Chen, Qian Zhou, Giora Alexandron, and David E. Pritchard
2015 Physics Education Research Conference Proceedings, pp. 83-86, doi:10.1119/perc.2015.pr.016
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How accurate are physics students in evaluating changes in their understanding?
Therese Claire, Tija L. Tippett, and Andrew Boudreaux
2015 Physics Education Research Conference Proceedings, pp. 87-90, doi:10.1119/perc.2015.pr.017
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Departmental Action Teams: Empowering faculty to make sustainable change
Joel C. Corbo, Daniel L. Reinholz, Melissa H. Dancy, and Noah D. Finkelstein
2015 Physics Education Research Conference Proceedings, pp. 91-94, doi:10.1119/perc.2015.pr.018
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The educational impact of smartphone implementation in introductory mechanics laboratories
Colleen L. Countryman
2015 Physics Education Research Conference Proceedings, pp. 95-98, doi:10.1119/perc.2015.pr.019
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Sustainability Topics in Physics Education, Science Agency Beliefs and Physics Identity
John Christopher Doscher, Zahra Hazari, Geoff Potvin, and Leidy Klotz
2015 Physics Education Research Conference Proceedings, pp. 99-102, doi:10.1119/perc.2015.pr.020
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The role of modeling in troubleshooting: An example from electronics
Dimitri R. Dounas-Frazer, Kevin L. Van De Bogart, MacKenzie R. Stetzer, and H. J. Lewandowski
2015 Physics Education Research Conference Proceedings, pp. 103-106, doi:10.1119/perc.2015.pr.021
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In search of distinct graduate admission strategies in physics: An exploratory study using topological data analysis
Jacqueline Doyle and Geoff Potvin
2015 Physics Education Research Conference Proceedings, pp. 107-110, doi:10.1119/perc.2015.pr.022
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“Classical-ish”: Negotiating the Boundary between Classical and Quantum Particles
Benjamin W. Dreyfus, Erin Ronayne Sohr, Ayush Gupta, and Andrew Elby
2015 Physics Education Research Conference Proceedings, pp. 111-114, doi:10.1119/perc.2015.pr.023
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Compartmentalization of Energy Concepts--Definitions, Ontologies, and Word Associations
Timothy A. French, Annette Sanchez, Lauren A. Macur Brousil, and Emma E. Balison
2015 Physics Education Research Conference Proceedings, pp. 115-118, doi:10.1119/perc.2015.pr.024
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How personal effort, student interactions, and instructor support relate to physics student satisfaction
Jon D. H. Gaffney and Amy L. Housley Gaffney
2015 Physics Education Research Conference Proceedings, pp. 119-122, doi:10.1119/perc.2015.pr.025
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Access to undergraduate research experiences at a large research university
S. 5 Hanshaw, Dimitri R. Dounas-Frazer, and H. J. Lewandowski
2015 Physics Education Research Conference Proceedings, pp. 123-126, doi:10.1119/perc.2015.pr.026
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Identity, Topical Interest, and Classroom Dynamics as Supports of Transformative Experiences
Kendra L. Hayes and Brian W. Frank
2015 Physics Education Research Conference Proceedings, pp. 127-130, doi:10.1119/perc.2015.pr.027
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Facilitating model-building of electrostatics concepts related to conductors
Ryan L. C. Hazelton, Peter S. Shaffer, and Paula R. L. Heron
2015 Physics Education Research Conference Proceedings, pp. 131-134, doi:10.1119/perc.2015.pr.028
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How an educator characterizes scientific domains and disciplinary relationships: A case of change
Deborah Hemingway, Vashti Sawtelle, and Chandra Turpen
2015 Physics Education Research Conference Proceedings, pp. 135-138, doi:10.1119/perc.2015.pr.029
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Preliminary results for the development and deployment of Conceptual Learning Assessment Instruments Methodology Survey (CLAIMS)
Julia L. Henning, Kerrie A. Douglas, and Rebecca S. Lindell
2015 Physics Education Research Conference Proceedings, pp. 139-142, doi:10.1119/perc.2015.pr.030
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Framework for Students’ Epistemological Development in Physics Experiments
Dehui Hu and Benjamin M. Zwickl
2015 Physics Education Research Conference Proceedings, pp. 143-146, doi:10.1119/perc.2015.pr.031
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A multidimensional analysis method for think-aloud protocol data
Paul Hutchison, Isabel Monaghan, and Rachael Morgan
2015 Physics Education Research Conference Proceedings, pp. 147-150, doi:10.1119/perc.2015.pr.032
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Pathways to STEM: Understanding Identity of Adult Physicists through Narrative Analysis
Simone Hyater-Adams, Kathleen Hinko, and Noah D. Finkelstein
2015 Physics Education Research Conference Proceedings, pp. 151-154, doi:10.1119/perc.2015.pr.033
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Troubleshooting Formative Feedback in P³ (Projects and Practices in Physics)
Paul W. Irving, Vashti Sawtelle, and Marcos D. Caballero
2015 Physics Education Research Conference Proceedings, pp. 155-158, doi:10.1119/perc.2015.pr.034
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Designing a lab course from the perspective of flow theory
Anna Karelina
2015 Physics Education Research Conference Proceedings, pp. 159-162, doi:10.1119/perc.2015.pr.035
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Identifying and Analyzing Actions of Effective Group Work
Jennifer Keil, Rebecca Stober, Emily Quinty, Bridget Molloy, and Nicholas Hooker
2015 Physics Education Research Conference Proceedings, pp. 163-166, doi:10.1119/perc.2015.pr.036
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Characteristics of well-propagated undergraduate STEM teaching innovations
Raina Khatri, Charles R. Henderson, Renee Cole, Jeffrey Froyd, Debra Friedrichsen, and Courtney Stanford
2015 Physics Education Research Conference Proceedings, pp. 167-170, doi:10.1119/perc.2015.pr.037
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Investigating student understanding of quantum entanglement
Antje Kohnle and Erica Deffebach
2015 Physics Education Research Conference Proceedings, pp. 171-174, doi:10.1119/perc.2015.pr.038
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Evaluation of a Summer Bridge Program Using Multivariate Matching
Hagit Kornreich-Leshem, Eric Brewe, Zahra Hazari, Masoud Milani, Geoff Potvin, and Laird H. Kramer
2015 Physics Education Research Conference Proceedings, pp. 175-178, doi:10.1119/perc.2015.pr.039
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Teachers’ conflicting conceptual models and the efficacy of formative assessments
Gregory D. Kranich, Michael C. Wittmann, and Carolina Alvarado
2015 Physics Education Research Conference Proceedings, pp. 179-182, doi:10.1119/perc.2015.pr.040
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How prompting force diagrams discourages student use of adaptive problem-solving shortcuts
Eric Kuo, Nicole R. Hallinen, and Luke D. Conlin
2015 Physics Education Research Conference Proceedings, pp. 183-186, doi:10.1119/perc.2015.pr.041
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Developing the Next Generation of Physics Assessments
James T. Laverty, Melanie M. Cooper, and Marcos D. Caballero
2015 Physics Education Research Conference Proceedings, pp. 187-190, doi:10.1119/perc.2015.pr.042
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Redesigning a junior-level electronics course to support engagement in scientific practices
H. J. Lewandowski and Noah D. Finkelstein
2015 Physics Education Research Conference Proceedings, pp. 191-194, doi:10.1119/perc.2015.pr.043
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Perspectives on astronomy: probing Norwegian pre-service teachers and middle school students
Christine Lindstrøm, Vinesh Rajpaul, Morten Brendehaug, and Megan C. Engel
2015 Physics Education Research Conference Proceedings, pp. 195-198, doi:10.1119/perc.2015.pr.044
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Determining strategies that predict physics identity: Emphasizing recognition and interest
Robynne M. Lock, Jordan Castillo, Zahra Hazari, and Geoff Potvin
2015 Physics Education Research Conference Proceedings, pp. 199-202, doi:10.1119/perc.2015.pr.045
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Quantitative reasoning skills in math methods
Michael E. Loverude
2015 Physics Education Research Conference Proceedings, pp. 203-206, doi:10.1119/perc.2015.pr.046
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Investigating transfer of learning in advanced quantum mechanics
Alexandru Maries, Ryan Sayer, and Chandralekha Singh
2015 Physics Education Research Conference Proceedings, pp. 207-210, doi:10.1119/perc.2015.pr.047
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Student difficulties with quantum states while translating state vectors in Dirac notation to wave functions in position and momentum representations
Emily Marshman and Chandralekha Singh
2015 Physics Education Research Conference Proceedings, pp. 211-214, doi:10.1119/perc.2015.pr.048
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Potential Relationship of Chosen Major to Problem Solving Attitudes and Course Performance
Andrew J. Mason
2015 Physics Education Research Conference Proceedings, pp. 215-218, doi:10.1119/perc.2015.pr.049
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Network Analysis of Students' Representation Use in Problem Solving
Daryl McPadden and Eric Brewe
2015 Physics Education Research Conference Proceedings, pp. 219-222, doi:10.1119/perc.2015.pr.050
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Learning from Different Styles of Animated Solutions Among Low-Performing Students
Jose P. Mestre, Jason W. Morphew, and Gary Gladding
2015 Physics Education Research Conference Proceedings, pp. 223-226, doi:10.1119/perc.2015.pr.051
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Attention differences in viewing physics diagrams among experts and novices
Jason W. Morphew, Jose P. Mestre, Brian H. Ross, and Natalie E. Strand
2015 Physics Education Research Conference Proceedings, pp. 227-230, doi:10.1119/perc.2015.pr.052
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Connection Between Participation in Interactive Learning Environment and Learning through Teamwork
Binod Nainabasti, David T. Brookes, Yuehai Yang, and Yuhfen Lin
2015 Physics Education Research Conference Proceedings, pp. 231-234, doi:10.1119/perc.2015.pr.053
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Pilot Testing Dichotomous Classification Questions for Assessing Student Reasoning
Christopher M. Nakamura, Meagan A. Donnelly, Rajani Muraleedharan, and Marie Cassar
2015 Physics Education Research Conference Proceedings, pp. 235-238, doi:10.1119/perc.2015.pr.054
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A Case Study: Novel Group Interactions through Introductory Computational Physics
Michael J. Obsniuk, Paul W. Irving, and Marcos D. Caballero
2015 Physics Education Research Conference Proceedings, pp. 239-242, doi:10.1119/perc.2015.pr.055
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"I got in trouble": A case study of faculty "doing school" during professional development
Alice R. Olmstead and Chandra Turpen
2015 Physics Education Research Conference Proceedings, pp. 243-246, doi:10.1119/perc.2015.pr.056
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Investigating Student Understanding of Perturbation Theory and the Inner Products of Functions
Gina Passante, Paul J. Emigh, Tong Wan, and Peter S. Shaffer
2015 Physics Education Research Conference Proceedings, pp. 247-250, doi:10.1119/perc.2015.pr.057
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What can normalized gain reveal about individual learning on the FCI?
Andrew Pawl
2015 Physics Education Research Conference Proceedings, pp. 251-254, doi:10.1119/perc.2015.pr.058
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Identification of a shared answer-making epistemic game in a group context
Alanna Pawlak, Paul W. Irving, and Marcos D. Caballero
2015 Physics Education Research Conference Proceedings, pp. 255-258, doi:10.1119/perc.2015.pr.059
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Upper-Division Students' Use of Separation of Variables
Steven J. Pollock and Bethany R. Wilcox
2015 Physics Education Research Conference Proceedings, pp. 259-262, doi:10.1119/perc.2015.pr.060
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Exploring Student Learning Profiles in Algebra-based Studio Physics: A Person-Centered Approach
Jarrad W. T. Pond and Jacquelyn J. Chini
2015 Physics Education Research Conference Proceedings, pp. 263-266, doi:10.1119/perc.2015.pr.061
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Connecting Self-Efficacy and Nature of Science Shifts in Undergraduate Research Experiences
Gina M. Quan and Andrew Elby
2015 Physics Education Research Conference Proceedings, pp. 267-270, doi:10.1119/perc.2015.pr.062
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Technology and research-based strategies: Learning and alternative conceptions
Mónica Quezada-Espinoza, Valeria del Campo, and Genaro Zavala
2015 Physics Education Research Conference Proceedings, pp. 271-274, doi:10.1119/perc.2015.pr.063
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Valuing student ideas morally, instrumentally, and intellectually
Amy D. Robertson
2015 Physics Education Research Conference Proceedings, pp. 275-278, doi:10.1119/perc.2015.pr.064
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Faculty Online Learning Communities to support physics teaching
Andy Rundquist, Joel C. Corbo, Stephanie V. Chasteen, Mathew "Sandy" Martinuk, Charles R. Henderson, and Melissa H. Dancy
2015 Physics Education Research Conference Proceedings, pp. 279-282, doi:10.1119/perc.2015.pr.065
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Student Difficulities with Boundary Conditions in Electrodynamics
Qing X. Ryan, Steven J. Pollock, and Bethany R. Wilcox
2015 Physics Education Research Conference Proceedings, pp. 283-286, doi:10.1119/perc.2015.pr.066
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Spin First instructional approach to teaching quantum mechanics in sophomore level modern physics courses
Homeyra R. Sadaghiani and James Munteanu
2015 Physics Education Research Conference Proceedings, pp. 287-290, doi:10.1119/perc.2015.pr.067
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How to structure an unstructured activity: Generating physics rules from simulation or contrasting cases
Shima Salehi, Martin Keil, Eric Kuo, and Carl E. Wieman
2015 Physics Education Research Conference Proceedings, pp. 291-294, doi:10.1119/perc.2015.pr.068
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Understanding the Nuance in Disciplinary Self-Efficacy
Vashti Sawtelle and Angela Little
2015 Physics Education Research Conference Proceedings, pp. 295-298, doi:10.1119/perc.2015.pr.069
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Developing and evaluating a tutorial on the double-slit experiment
Ryan Sayer, Alexandru Maries, and Chandralekha Singh
2015 Physics Education Research Conference Proceedings, pp. 299-302, doi:10.1119/perc.2015.pr.070
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Physics teacher production: Patterns of institutional engagement and faculty theories
Rachel E. Scherr, Monica Plisch, and Renee Michelle Goertzen
2015 Physics Education Research Conference Proceedings, pp. 303-306, doi:10.1119/perc.2015.pr.071
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Physics students' epistemic framings for a conceptual test question
Tyler D. Scott, Catherine McGough, and Lisa Benson
2015 Physics Education Research Conference Proceedings, pp. 307-310, doi:10.1119/perc.2015.pr.072
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Student difficulties with complex numbers
Emily M. Smith, Justyna P. Zwolak, and Corinne A. Manogue
2015 Physics Education Research Conference Proceedings, pp. 311-314, doi:10.1119/perc.2015.pr.073
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Telling new stories by reanalyzing old data: FMCE edition
Trevor I. Smith
2015 Physics Education Research Conference Proceedings, pp. 315-318, doi:10.1119/perc.2015.pr.074
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“Because math”: Epistemological stance or defusing social tension in quantum mechanics?
Erin Ronayne Sohr, Benjamin W. Dreyfus, Ayush Gupta, and Andrew Elby
2015 Physics Education Research Conference Proceedings, pp. 319-322, doi:10.1119/perc.2015.pr.075
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Whole class vs. small group settings for using animations in physics: Case study comparisons
A. Lynn Stephens and John J. Clement
2015 Physics Education Research Conference Proceedings, pp. 323-326, doi:10.1119/perc.2015.pr.076
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Obstacles for Learning Introductory College Physics in Japan: Identifying Factors from a Case Study
Sachiko Tosa
2015 Physics Education Research Conference Proceedings, pp. 327-330, doi:10.1119/perc.2015.pr.077
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Community structure in introductory physics course networks
Adrienne L. Traxler
2015 Physics Education Research Conference Proceedings, pp. 331-334, doi:10.1119/perc.2015.pr.078
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Student Ideas around Vector Decomposition in the Upper Division
Anna Turnbull, Leanne Doughty, Vashti Sawtelle, and Marcos D. Caballero
2015 Physics Education Research Conference Proceedings, pp. 335-338, doi:10.1119/perc.2015.pr.079
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The Role of Metacognition in Troubleshooting: An Example From Electronics
Kevin L. Van De Bogart, Dimitri R. Dounas-Frazer, H. J. Lewandowski, and MacKenzie R. Stetzer
2015 Physics Education Research Conference Proceedings, pp. 339-342, doi:10.1119/perc.2015.pr.080
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Learning Assistant Supported Student Outcomes (LASSO) study initial findings
Ben Van Dusen, Laurie Langdon, and Valerie K. Otero
2015 Physics Education Research Conference Proceedings, pp. 343-346, doi:10.1119/perc.2015.pr.081
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ISLE-inspired Design Laboratory Transformation at Princeton University: Year Two Results
Katerina Visnjic, Catherine Riihimaki, Carolyn Sealfon, and Evelyn Laffey
2015 Physics Education Research Conference Proceedings, pp. 347-350, doi:10.1119/perc.2015.pr.082
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The Use of Representations in Evidence-Based and Non-Evidence-Based Physics Activities
Joshua S. Von Korff, Chang Zhan, Birjoo Vaishnav, Jacquelyn J. Chini, Ashley Warneke, and Ozden Sengul
2015 Physics Education Research Conference Proceedings, pp. 351-354, doi:10.1119/perc.2015.pr.083
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What the Integral Does: Physics Students' Efforts at Making Sense of Integration
Joseph F. Wagner
2015 Physics Education Research Conference Proceedings, pp. 355-358, doi:10.1119/perc.2015.pr.084
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A Kinesthetic Circulatory System Model for Teaching Fluid Dynamics
Elizabeth K. Whitmore, David Grimm, Bradley Moser, Rebecca S. Lindell, and James Vesenka
2015 Physics Education Research Conference Proceedings, pp. 359-362, doi:10.1119/perc.2015.pr.085
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Measuring the impact of introductory physics labs on learning and critical thinking
Carl E. Wieman and Natasha G. Holmes
2015 Physics Education Research Conference Proceedings, pp. 363-366, doi:10.1119/perc.2015.pr.086
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Correlating students' beliefs about experimental physics with lab course success
Bethany R. Wilcox and H. J. Lewandowski
2015 Physics Education Research Conference Proceedings, pp. 367-370, doi:10.1119/perc.2015.pr.087
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Observing Teaching Assistant Differences in Tutorials and Inquiry-Based Labs
Matthew Wilcox, Caleb C. Kasprzyk, and Jacquelyn J. Chini
2015 Physics Education Research Conference Proceedings, pp. 371-374, doi:10.1119/perc.2015.pr.088
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Understanding Centrality: Investigating Student Outcomes within a Classroom Social Network
Eric Williams, Eric Brewe, Justyna P. Zwolak, and Remy Dou
2015 Physics Education Research Conference Proceedings, pp. 375-378, doi:10.1119/perc.2015.pr.089
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Teacher responses to their multiple goals for teaching energy
Michael C. Wittmann, Carolina Alvarado, and Laura A. Millay
2015 Physics Education Research Conference Proceedings, pp. 379-382, doi:10.1119/perc.2015.pr.090
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How do Multimedia Hints Affect Students’ Eye Movements in Conceptual Physics Problems?
Xian Wu, John Hutson, Lester C. Loschky, and N. Sanjay Rebello
2015 Physics Education Research Conference Proceedings, pp. 383-386, doi:10.1119/perc.2015.pr.091
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Effects of Visual Cues and Video Solutions on Conceptual Tasks
Tianlong Zu, Elise Agra, John Hutson, Lester C. Loschky, and N. Sanjay Rebello
2015 Physics Education Research Conference Proceedings, pp. 387-390, doi:10.1119/perc.2015.pr.092
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Preparing students for physics-intensive careers in optics and photonics
Benjamin M. Zwickl, Javier Olivera, Kelly Norris Martin, and Kirk M. Winans
2015 Physics Education Research Conference Proceedings, pp. 391-394, doi:10.1119/perc.2015.pr.093
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The impact of social integration on student persistence in introductory Modeling Instruction courses
Justyna P. Zwolak and Eric Brewe
2015 Physics Education Research Conference Proceedings, pp. 395-398, doi:10.1119/perc.2015.pr.094
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