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2009 PERC Proceedings

Conference Information

Dates: July 29-30, 2009
Location: Ann Arbor, MI
Theme: Physics Education Research across Paradigms

Proceedings Information

Editors: Mel Sabella, Chandralekha Singh, and Charles Henderson
Published: November 11, 2009
AIP URL: AIP Conference Proceedings 1179
Info: Single book; 336 pages; 8.5 X 11 inches, double column
ISBN: 978-0-7354-0720-6
ISSN (Print): 0094-243X
ISSN (Online): 1551-7616

The theme of the 2009 Physics Education Research (PER) Conference was Physics Education Research across Paradigms. PER utilizes diverse traditions and frameworks to study learning: cognitive constructs, social and cultural dynamics and neural processes. As a whole PER has not been exclusive in its commitment to a single paradigm or methodology. Four leading researchers who conduct learning research from different perspectives were invited to present their work and interact with the PER community. This was an opportunity for the PER community to examine and discuss the variety of traditions and frameworks relevant to the study of student learning of physics.

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 levels; high school physics teachers

Table of Contents

Front Matter
Invited Papers (16)
Peer-reviewed Papers (61)
Back Matter

INVITED MANUSCRIPTS (16)

First Author Index

Ambrose · Chasteen · diSessa · Dunbar · Manogue · Yerushalmi · Mason · Meltzer · Otero · Posner · Pritchard · Barrantes · Pawl · Sfard · Singh ·

Invited Papers

Learning about Student Learning in Intermediate Mechanics: Using Research to Improve Instruction
Bradley S. Ambrose
AIP Conf. Proc. 1179, pp. 3-6, doi:10.1063/1.3266748
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Ongoing research in physics education has demonstrated that physics majors often do not develop a working knowledge of basic concepts in mechanics, even after standard instruction in upper-level mechanics courses. A central goal of this work has been to explore the ways in which students make—or do not make—appropriate connections between physics concepts and the more sophisticated mathematics (e.g., differential equations, vector calculus) that they are expected to use. Many of the difficulties that students typically encounter suggest deeply-seated alternate conceptions, while others suggest the presence of loosely or spontaneously connected intuitions. Analysis of results from pretests (ungraded quizzes), written exams, and informal classroom observations are presented to illustrate specific examples of naïve intuitions and related difficulties exhibited by the students. Also presented are examples of instructional strategies that appear to be effective in addressing these difficulties.

B. S. Ambrose, Learning about Student Learning in Intermediate Mechanics: Using Research to Improve Instruction, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 3-6 (2009)], doi:10.1063/1.3266748.

A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism
Stephanie Chasteen and Steven J. Pollock
AIP Conf. Proc. 1179, pp. 7-10, doi:10.1063/1.3266759
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As part of our efforts to systematically improve our junior-level Electricity & Magnetism I (Electro- and Magneto-Statics) course, we have developed a conceptual instrument, the CUE (Colorado Upper-division Electrostatics) diagnostic. Two central goals of this tool are: to assess impacts of transformed curricula, and to systematically identify and document student learning difficulties. We find persistent issues involving students' ability to conceptually approach and visualize E&M, to accurately communicate that understanding, and to appropriately identify and apply upper-level problem-solving strategies. Our work underlines the need for further research on the nature of student learning—and appropriate instructional interventions -at the upper division.

S. Chasteen and S. J. Pollock, A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 7-10 (2009)], doi:10.1063/1.3266759.

The Construction of Causal Schemes: A Cognitive Analysis with a Dialectical Point
Andrea A. diSessa
AIP Conf. Proc. 1179, pp. 11-14, doi:10.1063/1.3266692
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This paper sketches a careful analysis of an exceptional classroom event where students develop, without explicit instruction, a model equivalent to Newton’s thermal law as a composition of intuitive knowledge elements. Lessons about how social (cultural, discursive, situated, etc.) and cognitive perspectives may interact are put forward.

A. A. diSessa, The Construction of Causal Schemes: A Cognitive Analysis with a Dialectical Point, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 11-14 (2009)], doi:10.1063/1.3266692.

The Biology of Physics: What the Brain Reveals about Our Understanding of the Physical World
Kevin Niall Dunbar
AIP Conf. Proc. 1179, pp. 15-18, doi:10.1063/1.3266703
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Fundamental concepts in physics such as Newtonian mechanics are surprisingly difficult to learn and discover. Over the past decade we have used an educational neuroscience approach to science education to investigate the different ways that scientific concepts are invoked or activated in different contexts. In particular, we have sought to determine how networks of brain regions that are highly sensitive to the context in which they are used are involved in the use of scientific concepts. We have found that some physics concepts that are highly tuned to perception are often inhibited in experts (with increased activations in error detection and inhibitory networks of the prefrontal cortex). Other concepts, such as those involved in perceptual causality, can activate highly diverse brain regions depending on task instructions. For example, when students are shown movies of balls colliding, we find increased activation in the right parietal lobe, yet when the students see the exact same movies and are told that these are positively charged particles repulsing we find increased activations in the temporal lobe that is consistent with the students retrieving semantic information. We also see similar changes in activation patterns in students learning about phase shifts in chemistry classes. A key component of both students and scientists’ discourse and reasoning is analogical thinking. Our recent fMRI work indicates that categorization is a key component of this type of reasoning that helps bind superficially different concepts together in the service of reasoning about the causes of unexpected findings. Taken together, these results are allowing us to make insights into the contextually relevant networks of knowledge that are activated during learning. This work is allowing us to propose why some educational interventions are more successful than others and why certain types of educational interventions are appropriate for some contexts, but not others.

K. N. Dunbar, The Biology of Physics: What the Brain Reveals about Our Understanding of the Physical World, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 15-18 (2009)], doi:10.1063/1.3266703.

Cognitive Development at the Middle-Division Level
Corinne A. Manogue and Elizabeth Gire
AIP Conf. Proc. 1179, pp. 19-22, doi:10.1063/1.3266714
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One of the primary goals, as students transition from the lower-division to upper-division courses is to facilitate the cognitive development needed for work as a physicist. The Paradigms in Physics curriculum (junior-level courses developed at Oregon State University) addresses this goal by coaching students to coordinate different modes of reasoning, highlighting common techniques and concepts across physics topics, and setting course expectations to be more aligned with the professional culture of physicists. This poster will highlight some of the specific ways in which we address these cognitive changes in the context of classical mechanics and E&M.

C. A. Manogue and E. Gire, Cognitive Development at the Middle-Division Level, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 19-22 (2009)], doi:10.1063/1.3266714.

Self-Diagnosis, Scaffolding and Transfer in a More Conventional Introductory Physics Problem
Edit Yerushalmi, Andrew J. Mason, Elisheva Cohen, and Chandralekha Singh
AIP Conf. Proc. 1179, pp. 23-26, doi:10.1063/1.3266725
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Previously we discussed how well students in an introductory physics course diagnosed their mistakes on a quiz problem with different levels of scaffolding support. In that case, the problem they self-diagnosed was unusually difficult. We also discussed issues related to transfer, particularly the fact that the transfer problem in the midterm that corresponded to the self-diagnosed problem was a far transfer problem. Here, we discuss a related intervention in which we repeated the study methodology with the same students in the same intervention groups, using a new quiz problem which was more typical for these students and a near transfer problem. We discuss how these changes affected students' ability to self-diagnose and transfer from the self-diagnosed quiz problem to a transfer problem on the midterm exam.

E. Yerushalmi, A. J. Mason, E. Cohen, and C. Singh, Self-Diagnosis, Scaffolding and Transfer in a More Conventional Introductory Physics Problem, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 23-26 (2009)], doi:10.1063/1.3266725.

Self-Diagnosis, Scaffolding and Transfer: A Tale of Two Problems
Andrew J. Mason, Elisheva Cohen, Chandralekha Singh, and Edit Yerushalmi
AIP Conf. Proc. 1179, pp. 27-30, doi:10.1063/1.3266736
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Helping students learn from their own mistakes can help them develop habits of mind while learning physics content. Based upon cognitive apprenticeship model, we asked students to self-diagnose their mistakes and learn from reflecting on their problem solution. Varying levels of scaffolding support were provided to students in different groups to diagnose their errors on two context-rich problems that students originally solved in recitation quizzes. Here, we discuss students' cognitive engagement in the two self-diagnosis activities and transfer tasks with different scaffolds.

A. J. Mason, E. Cohen, C. Singh, and E. Yerushalmi, Self-Diagnosis, Scaffolding and Transfer: A Tale of Two Problems, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 27-30 (2009)], doi:10.1063/1.3266736.

Observations of General Learning Patterns in an Upper-Level Thermal Physics Course
David E. Meltzer
AIP Conf. Proc. 1179, pp. 31-34, doi:10.1063/1.3266745
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I discuss some observations from using interactive-engagement instructional methods in an upper-level thermal physics course over a two-year period. From the standpoint of the subject matter knowledge of the upper-level students, there was a striking persistence of common learning difficulties previously observed in students enrolled in the introductory course, accompanied, however, by some notable contrasts between the groups. More broadly, I comment on comparisons and contrasts regarding general pedagogical issues among different student sub-populations, for example: differences in the receptivity of lower- and upper-level students to diagrammatic representations; varying receptivity to tutorial-style instructional approach within the upper-level population; and contrasting approaches to learning among physics and engineering sub-populations in the upper-level course with regard to use of symbolic notation, mathematical equations, and readiness to employ verbal explanations.

D. E. Meltzer, Observations of General Learning Patterns in an Upper-Level Thermal Physics Course, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 31-34 (2009)], doi:10.1063/1.3266745.

Evolution of Theoretical Perspectives in My Research
Valerie K. Otero
AIP Conf. Proc. 1179, pp. 35-38, doi:10.1063/1.3266746
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Over the past 10 years I have been using socio-cultural theoretical perspectives to understand how people learn physics in a highly interactive, inquiry-based physics course such as Physics and Everyday Thinking. As a result of using various perspectives (e.g. Distributed Cognition and Vygotsky's Theory of Concept Formation), my understanding of how these perspectives can be useful for investigating students' learning processes has changed. In this paper, I illustrate changes in my thinking about the role of socio-cultural perspectives in understanding physics learning and describe elements of my thinking that have remained fairly stable. Finally, I will discuss pitfalls in the use of certain perspectives and discuss areas that need attention in theoretical development for PER.

V. K. Otero, Evolution of Theoretical Perspectives in My Research, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 35-38 (2009)], doi:10.1063/1.3266746.

Bridging Cognitive And Neural Aspects Of Classroom Learning
Michael I. Posner
AIP Conf. Proc. 1179, pp. 39-42, doi:10.1063/1.3266747
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A major achievement of the first twenty years of neuroimaging is to reveal the brain networks that underlie fundamental aspects of attention, memory and expertise. We examine some principles underlying the activation of these networks. These networks represent key constraints for the design of teaching. Individual differences in these networks reflect a combination of genes and experiences. While acquiring expertise is easier for some than others the importance of effort in its acquisition is a basic principle. Networks are strengthened through exercise, but maintaining interest that produces sustained attention is key to making exercises successful. The state of the brain prior to learning may also represent an important constraint on successful learning and some interventions designed to investigate the role of attention state in learning are discussed. Teaching remains a creative act between instructor and student, but an understanding of brain mechanisms might improve opportunity for success for both participants.

M. I. Posner, Bridging Cognitive And Neural Aspects Of Classroom Learning, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 39-42 (2009)], doi:10.1063/1.3266747.

What Else (Besides the Syllabus) Should Students Learn in Introductory Physics?
David E. Pritchard, Analia Barrantes, and Brian R. Belland
AIP Conf. Proc. 1179, pp. 43-46, doi:10.1063/1.3266749
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We have surveyed what various groups of instructors and students think students should learn in introductory physics. We started with a Delphi Study based on interviews with experts, then developed orthogonal responses to “what should we teach non-physics majors besides the current syllabus topics?” AAPT attendees, atomic researchers, and PERC08 attendees were asked for their selections. All instructors rated “sense-making of the answer” very highly and expert problem solving highly. PERers favored epistemology over problem solving, and atomic researchers “physics comes from a few principles.” Students at three colleges had preferences anti-aligned with their teachers, preferring more modern topics, and the relationship of physics to everyday life and also to society (the only choice with instructor agreement), but not problem solving or sense-making. Conclusion #1: we must show students how old physics is relevant to their world. Conclusion #2: significant course reform must start by reaching consensus on what to teach and how to hold students' interest (then discuss techniques to teach it).

D. E. Pritchard, A. Barrantes, and B. R. Belland, What Else (Besides the Syllabus) Should Students Learn in Introductory Physics?, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 43-46 (2009)], doi:10.1063/1.3266749.

What do Seniors Remember from Freshman Physics?
Analia Barrantes, Andrew Pawl, and David E. Pritchard
AIP Conf. Proc. 1179, pp. 47-50, doi:10.1063/1.3266751
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We have given a group of 56 MIT seniors who took mechanics as freshmen a written test similar to the final exam they took in their freshman course, plus the Mechanics Baseline Test (MBT) and Colorado Learning Attitudes about Science Survey (C-LASS) standard instruments. Students in majors unrelated to physics scored 60% lower on the written analytic part of the final than they did as freshmen. The mean score of all students on conceptual multiple choice questions included on the final also declined by about 60% relative to the scores of freshmen. The mean score of all participants on the MBT was insignificantly changed from the posttest taken as freshmen. More specifically, however, the students’ performance on 9 of the 26 MBT items (with 6 of the 9 involving graphical kinematics) represents a gain over their freshman pretest score (a normalized gain of about 70%, double the gain achieved in the freshman course alone), while their performance on the remaining 17 questions is best characterized as a loss of approximately 50% of the material learned in the freshman course. Attitudinal survey results indicate that almost half the seniors feel the specific mechanics course content is unlikely to be useful to them, a significant majority (75-85%) feel that physics does teach valuable skills, and an overwhelming majority believe that mechanics should remain a required course at MIT.

A. Barrantes, A. Pawl, and D. E. Pritchard, What do Seniors Remember from Freshman Physics?, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 47-50 (2009)], doi:10.1063/1.3266751.

Modeling Applied to Problem Solving
Andrew Pawl, Analia Barrantes, and David E. Pritchard
AIP Conf. Proc. 1179, pp. 51-54, doi:10.1063/1.3266752
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We describe a modeling approach to help students learn expert problem solving. Models are used to present and hierarchically organize the syllabus content and apply it to problem solving, but students do not develop and validate their own Models through guided discovery. Instead, students classify problems under the appropriate instructor-generated Model by selecting a system to consider and describing the interactions that are relevant to that system. We believe that this explicit System, Interactions and Model (S.I.M.) problem modeling strategy represents a key simplification and clarification of the widely disseminated modeling approach originated by Hestenes and collaborators. Our narrower focus allows modeling physics to be integrated into (as opposed to replacing) a typical introductory college mechanics course, while preserving the emphasis on understanding systems and interactions that is the essence of modeling. We have employed the approach in a three-week review course for MIT freshmen who received a D in the fall mechanics course with very encouraging results.

A. Pawl, A. Barrantes, and D. E. Pritchard, Modeling Applied to Problem Solving, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 51-54 (2009)], doi:10.1063/1.3266752.

Moving Between Discourses: From Learning-As-Acquisition to Learning-As-Participation
Anna Sfard
AIP Conf. Proc. 1179, pp. 55-58, doi:10.1063/1.3266753
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In this paper I address the question of how to talk about learning so as to be able to cope with at least some of the longstanding quandaries and to arrive at new insights. After a very brief historical review, I concentrate on two basic metaphors for learning in which current educational research seems to be grounded: the metaphors of learning-as-acquisition and of learning-as-participation. After stating the importance of both of these approaches and arguing that researches should be adjusting their leading metaphors to the questions they ask, I present my own choice: a brand of participationist discourse which is grounded in the vision of thinking as a form of communication and of physics and mathematics as types of discourses. The usefulness of the proposed way of talking about learning is then illustrated with the help of empirical materials taken from my recent study on a 7th grade class just introduced to negative numbers.

A. Sfard, Moving Between Discourses: From Learning-As-Acquisition to Learning-As-Participation, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 55-58 (2009)], doi:10.1063/1.3266753.

Rethinking Tools for Training Teaching Assistants
Chandralekha Singh
AIP Conf. Proc. 1179, pp. 59-62, doi:10.1063/1.3266754
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The ability to categorize problems is a measure of expertise in a domain. In order to help students learn effectively, instructors and teaching assistants (TAs) should have pedagogical content knowledge. They must be aware of the prior knowledge of students they are teaching, consider the difficulty of the problems from students' perspective and design instruction that builds on what students already know. Here, we discuss the response of graduate students enrolled in a TA training course to categorization tasks in which they were asked to group problems based upon similarity of solution first from their own perspective, and later from the perspective of introductory physics students. Many graduate students performed an expert-like categorization of introductory physics problems. However, when asked to categorize the same problems from the perspective of introductory students, many graduate students expressed dismay, claiming that the task was impossible, pointless and had no relevance to their TA duties. We will discuss how categorization can be a useful tool for scaffolding and improving pedagogical content knowledge of teaching assistants and instructors.

C. Singh, Rethinking Tools for Training Teaching Assistants, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 59-62 (2009)], doi:10.1063/1.3266754.

Cognitive Issues in Learning Advanced Physics: An Example from Quantum Mechanics
Chandralekha Singh and Guangtian Zhu
AIP Conf. Proc. 1179, pp. 63-66, doi:10.1063/1.3266755
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We are investigating cognitive issues in learning quantum mechanics in order to develop effective teaching and learning tools. The analysis of cognitive issues is particularly important for bridging the gap between the quantitative and conceptual aspects of quantum mechanics and for ensuring that the learning tools help students build a robust knowledge structure. We discuss the cognitive aspects of quantum mechanics that are similar or different from those of introductory physics and their implications for developing strategies to help students develop a good grasp of quantum mechanics.

C. Singh and G. Zhu, Cognitive Issues in Learning Advanced Physics: An Example from Quantum Mechanics, 2009 PERC Proceedings [Ann Arbor, MI, July 29-30, 2009], edited by M. Sabella, C. Singh, and C. Henderson [AIP Conf. Proc. 1179, 63-66 (2009)], doi:10.1063/1.3266755.

PEER REVIEWED MANUSCRIPTS (61)

First Author Index

Alhadlaq · Allen · Antimirova · Baily · Barniol · Bartiromo · Bartley · Black · Blue · Brewe · Chasteen · Chini · Coletta · Dancy · Demaree · Ding · Docktor · Dubson · Etkina · Goldhaber · Gray · Guelman · Harlow · Hawkins · Henderson · Iverson · Kohl · Kost · Lasry · Lin · Loverude · Martinuk · Mason · Mateycik · Mayhew · McBride · Murphy · Nakamura · Nguyen · Perkins · Podolefsky · Pollock · Rebello · Rosenblatt · Rosengrant · Sadaghiani · Safadi · Sawtelle · Schuster · Shekoyan · Singh · Smith · Spike · Turpen · Wagner · Warren · Winters · Wittmann · Wutchana · Zhu

Peer-reviewed Papers

Measuring Students’ Beliefs about Physics in Saudi Arabia
Hisham Alhadlaq, Fahad Alshaya, Saleh Alabdulkareem, Katherine K. Perkins, Wendy K. Adams, and Carl E. Wieman
AIP Conf. Proc. 1179, pp. 69-72, doi:10.1063/1.3266756
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The "RIPL" Effect on Learning Gains in Lecture
Patricia Allen and John Cockman
AIP Conf. Proc. 1179, pp. 73-76, doi:10.1063/1.3266757
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The Effect of Classroom Diversity on Conceptual Learning in Physics
Tetyana Antimirova, Andie Noack, and Marina Milner-Bolotin
AIP Conf. Proc. 1179, pp. 77-80, doi:10.1063/1.3266758
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Quantum Interpretations in Modern Physics Instruction
Charles Baily and Noah D. Finkelstein
AIP Conf. Proc. 1179, pp. 81-84, doi:10.1063/1.3266760
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Investigation of Students’ Preconceptions and Difficulties with the Vector Direction Concept at a Mexican University
Pablo Barniol and Genaro Zavala
AIP Conf. Proc. 1179, pp. 85-88, doi:10.1063/1.3266761
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Implementing Reform: Teachers’ Beliefs about Students and the Curriculum
Tara Bartiromo and Eugenia Etkina
AIP Conf. Proc. 1179, pp. 89-92, doi:10.1063/1.3266762
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Promoting Children’s Understanding and Interest in Science Through Informal Science Education
Jessica Bartley, Laurel Mayhew, and Noah D. Finkelstein
AIP Conf. Proc. 1179, pp. 93-96, doi:10.1063/1.3266763
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Procedural Resource Creation in Intermediate Mechanics
Katrina E. Black and Michael C. Wittmann
AIP Conf. Proc. 1179, pp. 97-100, doi:10.1063/1.3290980
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Student Perceptions of an Introductory Laboratory Course
Jennifer Blue and Joshua Jacob
AIP Conf. Proc. 1179, pp. 101-104, doi:10.1063/1.3266687
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Investigating Student Communities with Network Analysis of Interactions in a Physics Learning Center
Eric Brewe, Laird H. Kramer, and George O'Brien
AIP Conf. Proc. 1179, pp. 105-108, doi:10.1063/1.3266688
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Tapping into Juniors’ Understanding of E&M: The Colorado Upper-Division Electrostatics (CUE) Diagnostic
Stephanie Chasteen and Steven J. Pollock
AIP Conf. Proc. 1179, pp. 109-112, doi:10.1063/1.3266689
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Does the Teaching/Learning Interview Provide an Accurate Snapshot of Classroom Learning?
Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello, and Sadhana Puntambekar
AIP Conf. Proc. 1179, pp. 113-116, doi:10.1063/1.3266690
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Addressing Barriers to Conceptual Understanding in IE Physics Classes
Vincent P. Coletta and Jeffery A. Phillips
AIP Conf. Proc. 1179, pp. 117-120, doi:10.1063/1.3266691
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Pedagogical Practices of Physics Faculty in the USA
Melissa H. Dancy and Charles R. Henderson
AIP Conf. Proc. 1179, pp. 121-124, doi:10.1063/1.3266693
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Promoting productive communities of practice: An instructor’s perspective
Dedra Demaree and Sissi L. Li
AIP Conf. Proc. 1179, pp. 125-128, doi:10.1063/1.3266694
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Using Conceptual Scaffolding to Foster Effective Problem Solving
Lin Ding, Neville W. Reay, Albert Lee, and Lei Bao
AIP Conf. Proc. 1179, pp. 129-132, doi:10.1063/1.3266695
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Assessment of Student Problem Solving Processes
Jennifer Docktor and Kenneth Heller
AIP Conf. Proc. 1179, pp. 133-136, doi:10.1063/1.3266696
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Faculty Disagreement about the Teaching of Quantum Mechanics
Michael Dubson, Steve Goldhaber, Steven J. Pollock, and Katherine K. Perkins
AIP Conf. Proc. 1179, pp. 137-140, doi:10.1063/1.3266697
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Searching for “Preparation for Future Learning” in Physics
Eugenia Etkina, Michael Gentile, Anna Karelina, Maria Ruibal-Villasenor, and Gregory Suran
AIP Conf. Proc. 1179, pp. 141-144, doi:10.1063/1.3266698
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Transforming Upper-Division Quantum Mechanics: Learning Goals and Assessment
Steve Goldhaber, Steven J. Pollock, Michael Dubson, Paul Beale, and Katherine K. Perkins
AIP Conf. Proc. 1179, pp. 145-148, doi:10.1063/1.3266699
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Analysis of Former Learning Assistants’ Views on Cooperative Learning
Kara E. Gray and Valerie K. Otero
AIP Conf. Proc. 1179, pp. 149-152, doi:10.1063/1.3266700
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The Influence of Tablet PCs on Students’ Use of Multiple Representations in Lab Reports
Clarisa Bercovich Guelman, Charles De Leone, and Edward Price
AIP Conf. Proc. 1179, pp. 153-156, doi:10.1063/1.3266701
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Positioning Ideas: Creating and Relating Physics Identities Through Video Analysis
Danielle Harlow and Lauren Swanson
AIP Conf. Proc. 1179, pp. 157-160, doi:10.1063/1.3266702
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Students’ Consistency of Graphical Vector Addition Method on 2-D Vector Addition Tasks
Jeffrey M. Hawkins, John R. Thompson, and Michael C. Wittmann
AIP Conf. Proc. 1179, pp. 161-164, doi:10.1063/1.3266704
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The Impact of Physics Education Research on the Teaching of Introductory Quantitative Physics
Charles R. Henderson and Melissa H. Dancy
AIP Conf. Proc. 1179, pp. 165-168, doi:10.1063/1.3266705
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Undergraduate Physics Course Innovations and Their Impact on Student Learning
Heidi L. Iverson, Derek Briggs, Maria Ruiz-Primo, Robert Talbot, and Lorrie A. Shepard
AIP Conf. Proc. 1179, pp. 169-172, doi:10.1063/1.3266706
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Introductory Physics Gender Gaps: Pre- and Post-Studio Transition
Patrick B. Kohl and H. Vincent Kuo
AIP Conf. Proc. 1179, pp. 173-176, doi:10.1063/1.3266707
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Unpacking Gender Differences in Students’ Perceived Experiences in Introductory Physics
Lauren E. Kost, Steven J. Pollock, and Noah D. Finkelstein
AIP Conf. Proc. 1179, pp. 177-180, doi:10.1063/1.3266708
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When Talking Is Better Than Staying Quiet
Nathaniel Lasry, Elizabeth Charles, Chris Whittaker, and Michael Lautman
AIP Conf. Proc. 1179, pp. 181-184, doi:10.1063/1.3266709
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Assessing Expertise in Quantum Mechanics using Categorization Task
Shih-Yin Lin and Chandralekha Singh
AIP Conf. Proc. 1179, pp. 185-188, doi:10.1063/1.3266710
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Student understanding of basic probability concepts in an upper-division thermal physics course
Michael E. Loverude
AIP Conf. Proc. 1179, pp. 189-192, doi:10.1063/1.3266711
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Research Projects In Introductory Physics: Impacts On Student Learning
Mathew "Sandy" Martinuk, Rachel Moll, and Andrzej Kotlicki
AIP Conf. Proc. 1179, pp. 193-196, doi:10.1063/1.3266712
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Reflection and Self-Monitoring in Quantum Mechanics
Andrew J. Mason and Chandralekha Singh
AIP Conf. Proc. 1179, pp. 197-200, doi:10.1063/1.3266713
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Using Similarity Rating Tasks to Assess Case Reuse in Problem Solving
Frances Mateycik, David Jonassen, and N. Sanjay Rebello
AIP Conf. Proc. 1179, pp. 201-204, doi:10.1063/1.3266715
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Learning to Communicate about Science in Everyday Language through Informal Science Education
Laurel Mayhew and Noah D. Finkelstein
AIP Conf. Proc. 1179, pp. 205-208, doi:10.1063/1.3266716
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Applying Knowledge in New Contexts: A Comparison of Pre- and Post-Instruction Students
Dyan L. McBride and Dean A. Zollman
AIP Conf. Proc. 1179, pp. 209-212, doi:10.1063/1.3266717
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Probing Students’ Understanding of Resonance
Sytil K. Murphy, Dyan L. McBride, Josh Gross, and Dean A. Zollman
AIP Conf. Proc. 1179, pp. 213-216, doi:10.1063/1.3266718
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Online Data Collection and Analysis in Introductory Physics
Christopher M. Nakamura, Sytil K. Murphy, Nasser M. Juma, N. Sanjay Rebello, and Dean A. Zollman
AIP Conf. Proc. 1179, pp. 217-220, doi:10.1063/1.3266719
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Students’ Difficulties in Transfer of Problem Solving Across Representations
Dong-Hai Nguyen and N. Sanjay Rebello
AIP Conf. Proc. 1179, pp. 221-224, doi:10.1063/1.3266720
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Student Perspectives on Using Clickers in Upper-division Physics Courses
Katherine K. Perkins and Chandra Turpen
AIP Conf. Proc. 1179, pp. 225-228, doi:10.1063/1.3266721
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Student Choices when Learning with Computer Simulations
Noah S. Podolefsky, Wendy K. Adams, and Carl E. Wieman
AIP Conf. Proc. 1179, pp. 229-232, doi:10.1063/1.3266722
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Computer simulations to classrooms: Tools for change
Noah S. Podolefsky, Katherine K. Perkins, and Wendy K. Adams
AIP Conf. Proc. 1179, pp. 233-236, doi:10.1063/1.3266723
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Longer term impacts of transformed courses on student conceptual understanding of E&M
Steven J. Pollock and Stephanie Chasteen
AIP Conf. Proc. 1179, pp. 237-240, doi:10.1063/1.3266724
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Can We Assess Efficiency and Innovation in Transfer?
N. Sanjay Rebello
AIP Conf. Proc. 1179, pp. 241-244, doi:10.1063/1.3266726
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Modeling students’ conceptual understanding of force, velocity, and acceleration
Rebecca Rosenblatt, Eleanor C. Sayre, and Andrew F. Heckler
AIP Conf. Proc. 1179, pp. 245-248, doi:10.1063/1.3266727
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Comparing Experts and Novices in Solving Electrical Circuit Problems with the Help of Eye-Tracking
David Rosengrant, Colin Thomson, and Taha Mzoughi
AIP Conf. Proc. 1179, pp. 249-252, doi:10.1063/1.3266728
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The Effect of an Inquiry-Based Early Field Experience on Pre-Service Teachers’ Content Knowledge and Attitudes Toward Teaching
Homeyra R. Sadaghiani and Sarai N. Costley
AIP Conf. Proc. 1179, pp. 253-256, doi:10.1063/1.3266729
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Students’ Perceptions of a Self-Diagnosis Task
Rafi Safadi and Edit Yerushalmi
AIP Conf. Proc. 1179, pp. 257-260, doi:10.1063/1.3266730
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An Exploratory Qualitative Study of the Proximal Goal Setting of Two Introductory Modeling Instruction Physics Students
Vashti Sawtelle, Eric Brewe, and Laird H. Kramer
AIP Conf. Proc. 1179, pp. 261-264, doi:10.1063/1.3266731
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Cognition of an expert tackling an unfamiliar conceptual physics problem
David Schuster and Adriana Undreiu
AIP Conf. Proc. 1179, pp. 265-268, doi:10.1063/1.3266732
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Using cognitive apprenticeship framework and multiple-possibility problems to enhance epistemic cognition
Vazgen Shekoyan and Eugenia Etkina
AIP Conf. Proc. 1179, pp. 269-272, doi:10.1063/1.3266733
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Physics Graduate Students’ Attitudes and Approaches to Problem Solving
Chandralekha Singh and Andrew J. Mason
AIP Conf. Proc. 1179, pp. 273-276, doi:10.1063/1.3266734
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Student difficulties with concepts related to entropy, heat engines and the Carnot cycle
Trevor I. Smith, Warren M. Christensen, and John R. Thompson
AIP Conf. Proc. 1179, pp. 277-280, doi:10.1063/1.3266735
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Tracking Recitation Instructors’ Awareness of Student Conceptual Difficulties
Benjamin T. Spike and Noah D. Finkelstein
AIP Conf. Proc. 1179, pp. 281-284, doi:10.1063/1.3266737
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Towards Understanding Classroom Culture: Students’ Perceptions of Tutorials
Chandra Turpen, Noah D. Finkelstein, and Steven J. Pollock
AIP Conf. Proc. 1179, pp. 285-288, doi:10.1063/1.3266738
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Addressing Student Difficulties with Buoyancy
Doris J. Wagner, Sam Cohen, and Adam Moyer
AIP Conf. Proc. 1179, pp. 289-292, doi:10.1063/1.3266739
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Time-Series Analysis: Assessing the Effects of Multiple Educational Interventions in a Small-Enrollment Course
Aaron R. Warren
AIP Conf. Proc. 1179, pp. 293-296, doi:10.1063/1.3266740
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Fourth Graders’ Framing of an Electric Circuits Task
Victoria Winters and David Hammer
AIP Conf. Proc. 1179, pp. 297-300, doi:10.1063/1.3266741
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Comparing Three Methods for Teaching Newton’s Second Law
Michael C. Wittmann and Mindi Kvaal Anderson
AIP Conf. Proc. 1179, pp. 301-304, doi:10.1063/1.3266742
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Are Students’ Responses and Behaviors Consistent?
Umporn Wutchana, Narumon Emarat, and Eugenia Etkina
AIP Conf. Proc. 1179, pp. 305-308, doi:10.1063/1.3266743
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Students’ Understanding of Stern Gerlach Experiment
Guangtian Zhu and Chandralekha Singh
AIP Conf. Proc. 1179, pp. 309-312, doi:10.1063/1.3266744
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