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2016 PERC Proceedings

Conference Information

Dates: July 20-21, 2016
Location: Sacramento, CA
Theme: A Methodological Approach to PER

Proceedings Information

Editors: Dyan L. Jones, Lin Ding, and Adrienne Traxler
Published: December 29, 2016
Info: Single book; 439 pages; 8.5 X 11 inches, double column
ISBN: 978-1-931024-30-3
ISSN (Print): 1539-9028
ISSN (Online): 2377-2379

The theme of the 2016 PER conference was "A Methodological Approach to PER." This conference was an invitation for the PER community to engage in debate and discussion about research methodology and its role in how we approach a research study. 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 (3)
Peer-reviewed Papers (98)
Back Matter

PLENARY MANUSCRIPTS (3)

First Author Index

Bodner · Bruun · Hewson

Plenary Papers

Changing how data are collected can change what we learn from discipline-based educational research
George M. Bodner
2016 Physics Education Research Conference Proceedings, pp. 3-10, doi:10.1119/perc.2016.plenary.001
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More than 25 years ago, Boyer [1] called for an expanded definition of the term scholarship to "... break out of the tired old teaching versus research debate and define, in more creative ways, what it means to be a scholar." It is tempting to reread Scholarship Reconsidered: Priorities of the Professorate within the context of the growth in recent years of what has become known as discipline-based educational research (DBER). For the sake of argument, we will define DBER in terms of three critical elements: (1) a well-articulated set of guiding research questions, (2) an explicit choice of theoretical framework on which the study can be based, and (3) a choice of methodology that is appropriate for probing these research questions. This paper will discuss these three elements of a good educational research study, look at several theoretical frameworks we have used for our chemical education research, examine a model of five domains of project evaluation, and provide an introduction to Action Research as a framework upon which to build a tightly coupled implementation and evaluation design for curriculum reform projects.

G. M. Bodner, Changing how data are collected can change what we learn from discipline-based educational research, 2016 PERC Proceedings [Sacramento, CA, July 20-21, 2016], edited by D. L. Jones, L. Ding, and A. Traxler, doi:10.1119/perc.2016.plenary.001.

Networks as integrated in research methodologies in PER
Jesper Bruun
2016 Physics Education Research Conference Proceedings, pp. 11-17, doi:10.1119/perc.2016.plenary.002
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In recent years a number of researchers within the PER community have started using network analysis as a new methodology to extend our understanding of teaching and learning physics by viewing these as complex systems. In this paper, I give examples of social, cognitive, and action mapping networks and how they can be analyzed. In so doing I show how a network can be methodologically described as a set of relations between a set of entities, and how a network can be characterized and analyzed as a mathematical object. Then, as an illustrative example, I discuss a relatively new example of using networks to create insightful maps of learning discussions. To conclude, I argue that conceptual blending is a powerful framework for constructing "mixed methods" methodologies that may integrate diverse theories and other methodologies with network methodologies.

J. Bruun, Networks as integrated in research methodologies in PER, 2016 PERC Proceedings [Sacramento, CA, July 20-21, 2016], edited by D. L. Jones, L. Ding, and A. Traxler, doi:10.1119/perc.2016.plenary.002.

On the interaction of physics with science education research
Peter W. Hewson
2016 Physics Education Research Conference Proceedings, pp. 18-22, doi:10.1119/perc.2016.plenary.003
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In the decade after completing my doctoral degree in theoretical nuclear physics, my professional interests changed from how elementary particles interact with nuclei to how students learn physics. To use an optical metaphor, my physics lenses helped me focus on some aspects of how students learn the discipline of physics. Identifying isolated systems, looking for causal mechanisms, and adapting models of interactions are examples of physics approaches that guided my journey of understanding this new field. Yet my physics lenses left other aspects out of focus and even out of my field of view. To notice and pay attention to these aspects, I needed other lenses. Examples of these are the philosophy of education with respect to teaching and learning, the history of science with respect to how disciplines advance, and cognitive psychology with respect to the role of students' knowledge in learning. I use my own experiences in moving from physics into the practice of science education to illustrate the interaction of physics with science education research.

P. W. Hewson, On the interaction of physics with science education research, 2016 PERC Proceedings [Sacramento, CA, July 20-21, 2016], edited by D. L. Jones, L. Ding, and A. Traxler, doi:10.1119/perc.2016.plenary.003.

PEER REVIEWED MANUSCRIPTS (98)

First Author Index

Agra · Aiken · Alvarado · Ansell · Atkins Elliott · Barniol · Becker · Buggé · Buncher · Burgasser · Campos · Carpenter · Chasteen · Cochran · Cook · Corbo · Daane · Dancy · De Leone · Dounas-Frazer · Eblen-Zayas · Eichenlaub · Emigh · Etkina · Ferm Jr. · Fracchiolla · Gray · Griffin · Hansen · Henderson · Hendolin · Hirsch · Hoehn · Holmes · Hrepic · Hyater-Adams · Ibrahim · Ives · Jariwala · Johansson · Keebaugh · Knaub · Leak · Lenz · Lindell · Little · Lunk · Maries · Marshman · Mashood · Mason · Monsalve · Morgan · Passante · Phillips · Porter · Price · Quan · Quezada-Espinoza · Radoff · Rainey · Rebello · Robertson · Rosenblatt · Rowe · Ryan · Sabella · Sadaghiani · Sandt · Santangelo · Sayer · Scanlon · Schermerhorn · Scherr · Singh · Sohr · Speirs · Stang · Stanley · Strubbe · Talbot · Torigoe · Traxler · Turpen · Van Dusen · Vega · Vignal · Von Korff · Walter · Wan · White · Wilcox · Wittmann · Wolf · Xue · Yerushalmi · Zwickl

Peer-reviewed Papers

Influence of Sensorimotor Experience on Understanding Center of Gravity
Elise Agra, Jason Sattizahn, Megan Mikota, Sian L. Beilock, and Susan M. Fischer
2016 Physics Education Research Conference Proceedings, pp. 24-27, doi:10.1119/perc.2016.pr.001
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Methods for analyzing pathways through a physics major
John M. Aiken and Marcos D. Caballero
2016 Physics Education Research Conference Proceedings, pp. 28-31, doi:10.1119/perc.2016.pr.002
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Problematizing "cold" with K12 Science Teachers
Carolina Alvarado, Michael C. Wittmann, Adam Z. Rogers, and Laura A. Millay
2016 Physics Education Research Conference Proceedings, pp. 32-35, doi:10.1119/perc.2016.pr.003
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Student attitudes in a new hybrid design-based introductory physics laboratory
Katherine Ansell and Mats Selen
2016 Physics Education Research Conference Proceedings, pp. 36-39, doi:10.1119/perc.2016.pr.004
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Classroom features supporting free-choice transfer
Leslie Atkins Elliott
2016 Physics Education Research Conference Proceedings, pp. 40-43, doi:10.1119/perc.2016.pr.005
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Conceptual Survey of Electricity and Magnetism: Analysis of the items and recommendations for improvement
Pablo Barniol, Esmeralda Campos, and Genaro Zavala
2016 Physics Education Research Conference Proceedings, pp. 44-47, doi:10.1119/perc.2016.pr.006
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Self-Perception of Teaching Fellows and Learning Assistants in Introductory Physics Classes
Alexander P. Becker, Bennett Goldberg, and Manher Jariwala
2016 Physics Education Research Conference Proceedings, pp. 48-51, doi:10.1119/perc.2016.pr.007
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Reading between the lines: lab reports help high school students develop abilities to identify and evaluate assumptions
Danielle Buggé and Eugenia Etkina
2016 Physics Education Research Conference Proceedings, pp. 52-55, doi:10.1119/perc.2016.pr.008
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Algebra-Based Students & Vectors: Assessing Physical Understanding in Arrow vs ijk
John B. Buncher
2016 Physics Education Research Conference Proceedings, pp. 56-59, doi:10.1119/perc.2016.pr.009
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Relevance and responsibility: preliminary results from implementation of a cooperative problem solving model in a large introductory physics course
Adam J. Burgasser, Mike Lopez, Isabela Rodrigues, and Jordan Campbell
2016 Physics Education Research Conference Proceedings, pp. 60-63, doi:10.1119/perc.2016.pr.010
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Argumentation during active learning strategies in a SCALE-UP environment
Esmeralda Campos, Leonor Silva, Silvia Tecpan, and Genaro Zavala
2016 Physics Education Research Conference Proceedings, pp. 64-67, doi:10.1119/perc.2016.pr.011
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Classroom-Based Field Experiences in High School STEM Academies: Opportunities to Observe and Participate in High-Leverage Science Teaching Practices
Stacey L. Carpenter
2016 Physics Education Research Conference Proceedings, pp. 68-71, doi:10.1119/perc.2016.pr.012
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Evaluation Methodology and Results for the New Faculty Workshops
Stephanie V. Chasteen, Rajendra Chattergoon, Edward E. Prather, and Robert Hilborn
2016 Physics Education Research Conference Proceedings, pp. 72-75, doi:10.1119/perc.2016.pr.013
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Engaging in self-study to support collaboration between two-year colleges and universities
Geraldine L. Cochran, Andrea G. Van Duzor, Mel S. Sabella, and Brian Geiss
2016 Physics Education Research Conference Proceedings, pp. 76-79, doi:10.1119/perc.2016.pr.014
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Role-plays for preparing physics teaching assistants and learning assistants
Monica K. Cook and Joshua S. Von Korff
2016 Physics Education Research Conference Proceedings, pp. 80-83, doi:10.1119/perc.2016.pr.015
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Using asynchronous communication to support virtual faculty learning communities
Joel C. Corbo, Andy Rundquist, Charles R. Henderson, and Melissa H. Dancy
2016 Physics Education Research Conference Proceedings, pp. 84-87, doi:10.1119/perc.2016.pr.016
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Student discourse about equity in an introductory college physics course
Abigail R. Daane and Vashti Sawtelle
2016 Physics Education Research Conference Proceedings, pp. 88-91, doi:10.1119/perc.2016.pr.017
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Influences of teaching style and perceived care of instructor on retention of underrepresented groups in STEM
Melissa H. Dancy, Katherine Rainey, Roslyn Mickelson, Elizabeth Stearns, and Stephanie Moller
2016 Physics Education Research Conference Proceedings, pp. 92-95, doi:10.1119/perc.2016.pr.018
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Successful STEM Student Pathways: A two- and four-year partnership
Charles J. De Leone, Edward Price, Debbie DeRoma, Chandra Turpen, and Daniel Sourbeer
2016 Physics Education Research Conference Proceedings, pp. 96-99, doi:10.1119/perc.2016.pr.019
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Nothing works the first time: An expert experimental physics epistemology
Dimitri R. Dounas-Frazer and H. J. Lewandowski
2016 Physics Education Research Conference Proceedings, pp. 100-103, doi:10.1119/perc.2016.pr.020
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The impact of metacognitive activities on student attitudes towards experimental physics
Melissa Eblen-Zayas
2016 Physics Education Research Conference Proceedings, pp. 104-107, doi:10.1119/perc.2016.pr.021
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Drawing physical insight from mathematics via extreme case reasoning
Mark Eichenlaub, Deborah Hemingway, and Edward F. Redish
2016 Physics Education Research Conference Proceedings, pp. 108-111, doi:10.1119/perc.2016.pr.022
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Student Understanding of Superposition: Vectors and Wave Functions
Paul J. Emigh, Gina Passante, and Peter S. Shaffer
2016 Physics Education Research Conference Proceedings, pp. 112-115, doi:10.1119/perc.2016.pr.023
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A theory-guided research agenda for physics teacher education
Eugenia Etkina, Bor Gregorcic, and Stamatis Vokos
2016 Physics Education Research Conference Proceedings, pp. 116-119, doi:10.1119/perc.2016.pr.024
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Investigating student ability to follow and interact with reasoning chains
William N. Ferm Jr., J. Caleb Speirs, MacKenzie R. Stetzer, and Beth A. Lindsey
2016 Physics Education Research Conference Proceedings, pp. 120-123, doi:10.1119/perc.2016.pr.025
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University physics students’ motivations and experiences in informal physics programs
Claudia Fracchiolla, Simone Hyater-Adams, Noah D. Finkelstein, and Kathleen Hinko
2016 Physics Education Research Conference Proceedings, pp. 124-127, doi:10.1119/perc.2016.pr.026
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Drawing energy: Evidence of Next Generation Science Standards for energy in diagrams
Kara E. Gray and Rachel E. Scherr
2016 Physics Education Research Conference Proceedings, pp. 128-131, doi:10.1119/perc.2016.pr.027
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A Multi-faceted Approach to Measuring Student Understanding
Ian T. Griffin, Kyle J. Louis, Ryan Moyer, Nicholas J. Wright, and Trevor I. Smith
2016 Physics Education Research Conference Proceedings, pp. 132-135, doi:10.1119/perc.2016.pr.028
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Making and Breaking Bones: Learning Physics through Engineering Design
Alexandria K. Hansen and Danielle B. Harlow
2016 Physics Education Research Conference Proceedings, pp. 136-139, doi:10.1119/perc.2016.pr.029
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Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems
Charles R. Henderson, Emily Marshman, Ryan Sayer, Chandralekha Singh, and Edit Yerushalmi
2016 Physics Education Research Conference Proceedings, pp. 140-143, doi:10.1119/perc.2016.pr.030
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Exploring optimal learning moments at tutorial sessions
Ilkka Hendolin
2016 Physics Education Research Conference Proceedings, pp. 144-147, doi:10.1119/perc.2016.pr.031
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Exploring the relationship between exam performance and student participation/engagement in introductory mechanics
Andrew S. Hirsch, Mark P. Haugan, Rebecca S. Lindell, and Andrew Gavrin
2016 Physics Education Research Conference Proceedings, pp. 148-151, doi:10.1119/perc.2016.pr.032
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Conceptual blending as a tool for analyzing group discourse
Jessica R. Hoehn, Noah D. Finkelstein, and Ayush Gupta
2016 Physics Education Research Conference Proceedings, pp. 152-155, doi:10.1119/perc.2016.pr.033
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Preliminary development and validation of a diagnostic of critical thinking for introductory physics labs
Natasha G. Holmes and Carl E. Wieman
2016 Physics Education Research Conference Proceedings, pp. 156-159, doi:10.1119/perc.2016.pr.034
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Methodological issues in eliciting blend mental models: The context of sound propagation
Zdeslav Hrepic, Dean A. Zollman, and N. Sanjay Rebello
2016 Physics Education Research Conference Proceedings, pp. 160-163, doi:10.1119/perc.2016.pr.035
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Understanding connections between physics and racial identities through recognition and relational resources
Simone Hyater-Adams, Claudia Fracchiolla, Noah D. Finkelstein, and Kathleen Hinko
2016 Physics Education Research Conference Proceedings, pp. 164-167, doi:10.1119/perc.2016.pr.036
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Synthesis problems: role of mathematical complexity in students' problem solving strategies
Bashirah Ibrahim, Lin Ding, Daniel R. White, Ryan Badeau, and Andrew F. Heckler
2016 Physics Education Research Conference Proceedings, pp. 168-171, doi:10.1119/perc.2016.pr.037
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Examining student participation in two-phase collaborative exams through video analysis
Joss Ives, Matias de Jong Van Lier, Nutifafa Kwaku Sumah, and Jared B. Stang
2016 Physics Education Research Conference Proceedings, pp. 172-175, doi:10.1119/perc.2016.pr.038
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In-class vs. Online Administration of Concept Inventories and Attitudinal Assessments
Manher Jariwala, Jada-Simone S. White, Ben Van Dusen, and Eleanor W. Close
2016 Physics Education Research Conference Proceedings, pp. 176-179, doi:10.1119/perc.2016.pr.039
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Analyzing discourse and identity in physics education: Methodological considerations
Anders Johansson
2016 Physics Education Research Conference Proceedings, pp. 180-183, doi:10.1119/perc.2016.pr.040
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Developing and evaluating an interactive tutorial on degenerate perturbation theory
Christof Keebaugh, Emily Marshman, and Chandralekha Singh
2016 Physics Education Research Conference Proceedings, pp. 184-187, doi:10.1119/perc.2016.pr.041
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Supporting faculty and staff to make better use of learning analytics data
Alexis V. Knaub, Benjamin Koester, Charles R. Henderson, and Timothy McKay
2016 Physics Education Research Conference Proceedings, pp. 188-191, doi:10.1119/perc.2016.pr.042
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Contextualizing problem-solving strategies in physics-intensive PhD research
Anna Leak, Javier Olivera, Benjamin M. Zwickl, Jarrett Vosburg, and Kelly Norris Martin
2016 Physics Education Research Conference Proceedings, pp. 192-195, doi:10.1119/perc.2016.pr.043
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Faculty views of and expectations for dimensional analysis
MacKenzie Lenz and Elizabeth Gire
2016 Physics Education Research Conference Proceedings, pp. 196-199, doi:10.1119/perc.2016.pr.044
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Using a parachute course to retain students in introductory physics courses
Rebecca S. Lindell, Patrick Coulombe, and Jeffrey Saul
2016 Physics Education Research Conference Proceedings, pp. 200-203, doi:10.1119/perc.2016.pr.045
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Mindset in Context: Developing New Methodologies to Study Mindset in Interview Data
Angela Little, Vashti Sawtelle, and Bridget Humphrey
2016 Physics Education Research Conference Proceedings, pp. 204-207, doi:10.1119/perc.2016.pr.046
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Attitudes of Life Science Majors Towards Computational Modeling in Introductory Physics
Brandon R. Lunk and Robert J. Beichner
2016 Physics Education Research Conference Proceedings, pp. 208-211, doi:10.1119/perc.2016.pr.047
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The impact of students' epistemological framing on a task requiring representational consistency
Alexandru Maries, Shih-Yin Lin, and Chandralekha Singh
2016 Physics Education Research Conference Proceedings, pp. 212-215, doi:10.1119/perc.2016.pr.048
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Student difficulties with representations of quantum operators corresponding to observables
Emily Marshman and Chandralekha Singh
2016 Physics Education Research Conference Proceedings, pp. 216-219, doi:10.1119/perc.2016.pr.049
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Developing an empirically grounded framework to assess interdisciplinarity of student explanations of everyday phenomena
K. K. Mashood, Vashti Sawtelle, Charles W. Anderson, Rebecca L. Matz, Emily E. Scott, and Sonia M. Underwood
2016 Physics Education Research Conference Proceedings, pp. 220-223, doi:10.1119/perc.2016.pr.050
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Potential relationship of epistemic games to group dynamics and learning orientations towards physics problem solving
Andrew J. Mason and Charles A. Bertram
2016 Physics Education Research Conference Proceedings, pp. 224-227, doi:10.1119/perc.2016.pr.051
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Examining the Relationship between Career Outcome Expectations and Physics Identity
Camila Monsalve, Zahra Hazari, Daryl McPadden, Gerhard Sonnert, and Philip M. Sadler
2016 Physics Education Research Conference Proceedings, pp. 228-231, doi:10.1119/perc.2016.pr.052
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Investigating Student Learning with Accessible Interactive Physics Simulations
Elise C. Morgan and Emily B. Moore
2016 Physics Education Research Conference Proceedings, pp. 232-235, doi:10.1119/perc.2016.pr.053
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Energy measurement resources in spins-first and position-first quantum mechanics
Gina Passante
2016 Physics Education Research Conference Proceedings, pp. 236-239, doi:10.1119/perc.2016.pr.054
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Student Self-Assessment and Reflection in a Learner Controlled Environment
Jeffery A. Phillips
2016 Physics Education Research Conference Proceedings, pp. 240-243, doi:10.1119/perc.2016.pr.055
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Student understanding of potential, wavefunctions and the Jacobian in hydrogen in graduate-level quantum mechanics
C. D. Porter, Abigail M. Bogdan, and Andrew F. Heckler
2016 Physics Education Research Conference Proceedings, pp. 244-247, doi:10.1119/perc.2016.pr.056
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Mobile Making: A program to broaden participation in Making
Edward Price, Charles J. De Leone, Debbie DeRoma, and James Marshall
2016 Physics Education Research Conference Proceedings, pp. 248-251, doi:10.1119/perc.2016.pr.057
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Attending to Scientific Practices within Undergraduate Research Experiences
Gina M. Quan, Chandra Turpen, and Andrew Elby
2016 Physics Education Research Conference Proceedings, pp. 252-255, doi:10.1119/perc.2016.pr.058
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Using RealTime Physics with different instructional technologies in a circuits lab
Mónica Quezada-Espinoza, Angeles Dominguez, and Genaro Zavala
2016 Physics Education Research Conference Proceedings, pp. 256-259, doi:10.1119/perc.2016.pr.059
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Meta-affective learning in an introductory physics course
Jennifer Radoff, Lama Z. Jaber, and David Hammer
2016 Physics Education Research Conference Proceedings, pp. 260-263, doi:10.1119/perc.2016.pr.060
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Improving representation in physical sciences using a Departmental Action Team
Katherine Rainey, Joel C. Corbo, Daniel L. Reinholz, and Meredith Betterton
2016 Physics Education Research Conference Proceedings, pp. 264-267, doi:10.1119/perc.2016.pr.061
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Argumentation Prompts Mediating Student Resource Use on Conceptual Problems
Carina M. Rebello
2016 Physics Education Research Conference Proceedings, pp. 268-271, doi:10.1119/perc.2016.pr.062
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Exploring the Role of Content Knowledge in Responsive Teaching
Amy D. Robertson and Lisa M. Goodhew
2016 Physics Education Research Conference Proceedings, pp. 272-275, doi:10.1119/perc.2016.pr.063
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Comparing Two Activities’ Effectiveness Improving Reasoning with Multiple-Variable Information
Rebecca Rosenblatt and James Perrone
2016 Physics Education Research Conference Proceedings, pp. 276-279, doi:10.1119/perc.2016.pr.064
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A comparison of students' written explanations and CLASS responses
Gabriel Rowe and Anna McLean Phillips
2016 Physics Education Research Conference Proceedings, pp. 280-283, doi:10.1119/perc.2016.pr.065
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Multiple-Response Assessment for Upper-division Electrodynamics
Qing X. Ryan, Charles Baily, and Steven J. Pollock
2016 Physics Education Research Conference Proceedings, pp. 284-287, doi:10.1119/perc.2016.pr.066
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Leveraging the expertise of the urban STEM student in developing an effective LA Program: LA and Instructor Partnerships
Mel S. Sabella, Andrea G. Van Duzor, and Felicia Davenport
2016 Physics Education Research Conference Proceedings, pp. 288-291, doi:10.1119/perc.2016.pr.067
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Spin First vs. Position First instructional approaches to teaching introductory quantum mechanics
Homeyra R. Sadaghiani
2016 Physics Education Research Conference Proceedings, pp. 292-295, doi:10.1119/perc.2016.pr.068
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Non-traditional students' conceptual scores and network centrality in SCALE-UP classrooms
Emily Sandt and Adrienne L. Traxler
2016 Physics Education Research Conference Proceedings, pp. 296-299, doi:10.1119/perc.2016.pr.069
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Characterizing teacher-asked questions in a high school physics classroom
Brianna Santangelo and AJ Richards
2016 Physics Education Research Conference Proceedings, pp. 300-303, doi:10.1119/perc.2016.pr.070
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The impact of peer interaction on the responses to clicker questions in an upper-level quantum mechanics course
Ryan Sayer, Emily Marshman, and Chandralekha Singh
2016 Physics Education Research Conference Proceedings, pp. 304-307, doi:10.1119/perc.2016.pr.071
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Introductory Physics Students’ Epistemological Resources
Erin M. Scanlon
2016 Physics Education Research Conference Proceedings, pp. 308-311, doi:10.1119/perc.2016.pr.072
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Students’ use of symbolic forms when constructing differential length elements
Benjamin P. Schermerhorn and John R. Thompson
2016 Physics Education Research Conference Proceedings, pp. 312-315, doi:10.1119/perc.2016.pr.073
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Education Metaphors We Live By
Rachel E. Scherr and Paula R. L. Heron
2016 Physics Education Research Conference Proceedings, pp. 316-319, doi:10.1119/perc.2016.pr.074
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Student difficulties with determining expectation values in quantum mechanics
Chandralekha Singh and Emily Marshman
2016 Physics Education Research Conference Proceedings, pp. 320-323, doi:10.1119/perc.2016.pr.075
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Sense-making with Inscriptions in Quantum Mechanics
Erin Ronayne Sohr, Ayush Gupta, Andrew Elby, and Benjamin W. Dreyfus
2016 Physics Education Research Conference Proceedings, pp. 324-327, doi:10.1119/perc.2016.pr.076
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Probing Student Ability to Construct Reasoning Chains: A New Methodology
J. Caleb Speirs, William N. Ferm Jr., MacKenzie R. Stetzer, and Beth A. Lindsey
2016 Physics Education Research Conference Proceedings, pp. 328-331, doi:10.1119/perc.2016.pr.077
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Active learning in pre-class assignments: Exploring the use of interactive simulations to enhance reading assignments
Jared B. Stang, Megan Barker, Sarah Perez, Joss Ives, and Ido Roll
2016 Physics Education Research Conference Proceedings, pp. 332-335, doi:10.1119/perc.2016.pr.078
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Investigating student ownership of projects in an upper-division physics lab course
Jacob T. Stanley, Dimitri R. Dounas-Frazer, Laura Kiepura, and H. J. Lewandowski
2016 Physics Education Research Conference Proceedings, pp. 336-339, doi:10.1119/perc.2016.pr.079
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Developing student attitudes in the first-year physics laboratory
Linda E. Strubbe, Joss Ives, Natasha G. Holmes, Doug A. Bonn, and Nutifafa Kwaku Sumah
2016 Physics Education Research Conference Proceedings, pp. 340-343, doi:10.1119/perc.2016.pr.080
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Theoretically Framing a Complex Phenomenon: Student Success in Large Enrollment Active Learning Courses
Robert M. Talbot III, Leanne Doughty, Amreen Nasim, Laurel Hartley, Paul Le, Laird H. Kramer, Hagit Kornreich-Leshem, and Jeff Boyer
2016 Physics Education Research Conference Proceedings, pp. 344-347, doi:10.1119/perc.2016.pr.081
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Emphasizing expert practice with spaced recall
Eugene Torigoe and Dominic Licata
2016 Physics Education Research Conference Proceedings, pp. 348-351, doi:10.1119/perc.2016.pr.082
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CourseNetworking and community: Linking online discussion networks and course success
Adrienne L. Traxler, Andrew Gavrin, and Rebecca S. Lindell
2016 Physics Education Research Conference Proceedings, pp. 352-355, doi:10.1119/perc.2016.pr.083
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A case of physics faculty engaging in pedagogical sense-making
Chandra Turpen, Alice R. Olmstead, and Hannah Jardine
2016 Physics Education Research Conference Proceedings, pp. 356-359, doi:10.1119/perc.2016.pr.084
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The Impact of Learning Assistants on Inequities in Physics Student Outcomes
Ben Van Dusen, Jada-Simone S. White, and Edward A. Roualdes
2016 Physics Education Research Conference Proceedings, pp. 360-363, doi:10.1119/perc.2016.pr.085
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Student understanding of unit vectors and coordinate systems beyond cartesian coordinates in upper division physics courses
Marlene Vega, Warren M. Christensen, Brian Farlow, Gina Passante, and Michael E. Loverude
2016 Physics Education Research Conference Proceedings, pp. 364-367, doi:10.1119/perc.2016.pr.086
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Epistemic Games: A Multi-Layered Task Analysis
Michael Vignal and Elizabeth Gire
2016 Physics Education Research Conference Proceedings, pp. 368-371, doi:10.1119/perc.2016.pr.087
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The "revisiting" strategy in physics tutorials
Joshua S. Von Korff, Amin Bayat Barooni, Hannah Pamplin, and Jacquelyn J. Chini
2016 Physics Education Research Conference Proceedings, pp. 372-375, doi:10.1119/perc.2016.pr.088
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Assessing Student Learning and Improving Instruction with Transition Matrices
Paul J. Walter and Gary A. Morris
2016 Physics Education Research Conference Proceedings, pp. 376-379, doi:10.1119/perc.2016.pr.089
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Student Understanding of Period in Introductory and Quantum Physics Courses
Tong Wan, Paul J. Emigh, Gina Passante, and Peter S. Shaffer
2016 Physics Education Research Conference Proceedings, pp. 380-383, doi:10.1119/perc.2016.pr.090
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The impacts of learning assistants on student learning of physics
Jada-Simone S. White, Ben Van Dusen, and Edward A. Roualdes
2016 Physics Education Research Conference Proceedings, pp. 384-387, doi:10.1119/perc.2016.pr.091
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Impact of instructional approach on students' epistemologies about experimental physics
Bethany R. Wilcox and H. J. Lewandowski
2016 Physics Education Research Conference Proceedings, pp. 388-391, doi:10.1119/perc.2016.pr.092
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Characterizing Studio Physics Instruction Across Instructors and Institutions
Matthew Wilcox, Gerald Feldman, Joshua S. Von Korff, Noel Klinger, Ozden Sengul, and Jacquelyn J. Chini
2016 Physics Education Research Conference Proceedings, pp. 392-395, doi:10.1119/perc.2016.pr.093
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Teachers' explanations of student difficulties with gravitational potential energy
Michael C. Wittmann, Carolina Alvarado, and Laura A. Millay
2016 Physics Education Research Conference Proceedings, pp. 396-399, doi:10.1119/perc.2016.pr.094
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Group Formation on Physics Exams
Steven F. Wolf, Cody Blakeney, and Hunter G. Close
2016 Physics Education Research Conference Proceedings, pp. 400-403, doi:10.1119/perc.2016.pr.095
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Improving Student Understanding of Vector Fields in Junior-Level E&M
Bert C. Xue, Ryan L. C. Hazelton, Peter S. Shaffer, and Paula R. L. Heron
2016 Physics Education Research Conference Proceedings, pp. 404-407, doi:10.1119/perc.2016.pr.096
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Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned
Edit Yerushalmi, Ryan Sayer, Emily Marshman, Charles R. Henderson, and Chandralekha Singh
2016 Physics Education Research Conference Proceedings, pp. 408-411, doi:10.1119/perc.2016.pr.097
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Characterizing problem types and features in physics-intensive PhD research
Benjamin M. Zwickl, Anna Leak, Javier Olivera, Jarrett Vosburg, and Kelly Norris Martin
2016 Physics Education Research Conference Proceedings, pp. 412-415, doi:10.1119/perc.2016.pr.098
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