PERC 2018 Abstract Detail Page
Previous Page | New Search | Browse All
| Abstract Title: | How social-media and web-accessible learning resources influence students’ social, emotional, and epistemological experiences in quantum mechanics |
|---|---|
| Abstract: | As part of a project studying student experiences in introductory quantum mechanics, we collected two streams of data. We asked students to generate autobiographical video, audio, and written blogs and participate in open-format clinical interviews while taking the first semester of an upper-division quantum mechanics (QM) course. We also interviewed former students about their experiences in QM. In these autobiographical submissions and interviews, we intended for students to have the freedom to generate their own critiques and appraisals of the class content and culture, including how it interacts with their broader experiences inside and outside of physics. While exploring preliminary themes, we show how some students' social, emotional, and epistemological experiences are informed by their use of "outside" resources (YouTube, Khan Academy, GroupMe, Piazza, online solutions, and forums, etc.). We will present several students' accounts and discuss instructional implications gleaned from these accounts. Support: NSF DUE #1625797 |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B42 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Brandon Johnson University of Maryland - Physics Department |
| Co-Author(s) and Co-Presenter(s) |
Brandon James Johnson, Erin Ronayne Sohr, Ayush Gupta University of Maryland - Physics Department |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
