PERC 2020 Abstract Detail Page
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| Abstract Title: | Juried Talks III |
|---|---|
| Abstract: | This session consists of four juried talks. |
| Abstract Type: | Juried Talk Session |
| Session Time: | Parallel Sessions Cluster III |
Author/Organizer Information | |
| Primary Contact: |
Organizing Committee PERC |
Symposium Specific Information | |
| Moderator: | Lin Ding |
| Presentation 1 Title: | Investigating Similarities and Differences across Unprompted and Prompted Student-generated Diagrams |
| Presentation 1 Authors: | Michael Vignal, University of Colorado Boulder Bethany R. Wilcox, University of Colorado Boulder |
| Presentation 1 Abstract: | Diagrams in physics communicate ideas and can aid in problem solving. Many researchers have explored student use of professional representations in physics, however characterizing spontaneously-generated diagrams from student problem solving has proven difficult. Using data from problem-solving interviews with undergraduate and graduate physics majors, we compare unprompted and prompted student-generated diagrams across six physical contexts. Informed by the distributed cognition and resources frameworks, we explore how extensively students spontaneously externalize physical details during problem solving as well as which diagramming resources students employ in different settings. We found that, overall, students correctly answered questions if they could generate accurate diagrams in a particular physical context, regardless of the extent to which they did so (without prompting) during problem solving. This finding, and our subsequent in-depth qualitative analysis across the six physical contexts, can help instructors create alignment between their learning goals, instruction, and assessment regarding diagrams in physics. |
| Presentation 2 Title: | A Formative Feedback Mechanism Shaped by Learning Assistants |
| Presentation 2 Authors: | Paul C. Hamerski, Michigan State University Paul W. Irving, Michigan State University Daryl McPadden, Michigan State University |
| Presentation 2 Abstract: | Formative feedback's usefulness and power have been thoroughly demonstrated, though the way it is administered varies greatly by context. We illustrate how undergraduate Learning Assistants (LAs) interact with a formative feedback mechanism employed in a flipped, introductory physics course at Michigan State University. Feedback is given in this class via weekly, individualized, written evaluations from LAs to their students, with the goal of improving scientific practices. Our interpretivist case study on the feedback mechanism demonstrates how and why LAs carry out feedback in the ways they do. We find that the LAs take on central roles in interpreting and implementing the feedback mechanism. The LAs' unique perspectives on feedback suggest that they should have a seat at the table in deciding how a feedback mechanism like this one should be implemented. |
| Presentation 3 Title: | Evaluating impact of GTA training in a mixed-reality classroom simulator |
| Presentation 3 Authors: | Tong Wan, University of Central Florida Constance M. Doty, University of Central Florida Ashley A. Geraets, University of Central Florida Christopher A. Nix, University of Central Florida Erin K. H. Saitta, University of Central Florida Jacquelyn J. Chini, University of Central Florida |
| Presentation 3 Abstract: | We evaluate the impact of rehearsing teaching skills in a classroom simulator on GTAs' instructional practices in combined tutorial and laboratory sections of an algebra-based introductory physics sequence over three semesters. GTAs participated in different numbers of simulator rehearsal sessions across the three semesters: no simulator training, one session, and four sessions. We conducted 109 classroom observations for 23 GTAs, using a modified version of Laboratory Observation Protocol for Undergraduate STEM (LOPUS). To classify and characterize GTAs' instructional practices, we conducted a hierarchical cluster analysis and found three instructional styles: "the group-work facilitators", "the whole-class facilitators", and "the waiters." These instructional styles vary in multiple GTA codes, including amount of wait time and posing questions in small groups and whole class. We discuss the characteristics of the instructional styles, distributions of GTAs' use of the styles in each semester, and the correlation between student learning outcomes and GTA instructional styles. |
| Presentation 4 Title: | Associations Between Learning Assistants, passing introductory physics, and equity: a QuantCrit Investigation |
| Presentation 4 Authors: | Ben Van Dusen, Iowa State University Jayson Nissen, California State University, Chico |
| Presentation 4 Abstract: | Physics courses often have high failure rates that may disproportionately harm students who are marginalized by racism, sexism, and classism. We examined the associations between Learning Assistant (LA) supported courses and equity in non-passing grades (DFW) in introductory physics courses. The data used in the study came from 2312 students in 41 sections of introductory physics courses at a regional Hispanic serving institution. We developed hierarchical generalized linear models of student DFW rates that accounted for gender, race, first-generation status, and LA-supported instruction. We used a quantitative critical race theory (QuantCrit) perspective focused on the role of hegemonic power structures in perpetuating inequity. Our QuantCrit perspective informed our research questions, methods, and interpretations of findings. The models associated LAs with overall decreases in DFW rates and larger decreases for students of color than their white peers. While inequities in DFW rates were lower in LA-supported courses, they were still present. |
