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2012 PERC Proceedings

Conference Information

Dates: August 1-2, 2012
Location: Philadelphia, PA
Theme: Cultural perspectives on learners' performance & identity in physics

Proceedings Information

Editors: Paula V. Engelhardt, Alice D. Churukian, and N. Sanjay Rebello
Published: January 24, 2013
AIP URL: AIP Conference Proceedings 1513
Info: Single book; 464 pages; 8.5 X 11 inches, double column
ISBN: 978-0-7354-1134-0
ISSN (Print): 0094-243X
ISSN (Online): 1551-7616

The theme of the 2012 PER conference was “Cultural perspectives on learners’ performance and identity in physics.” There were roughly 345 attendees who participated in talks, poster sessions, workshops, and roundtable discussions. In addition to the papers addressing the theme, there were also papers on a variety of topics in physics education research 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
Invited Papers (10)
Peer-reviewed Papers (100)
Back Matter

INVITED MANUSCRIPTS (10)

First Author Index

Albanna · Belleau · Cochran · Gire · Langbeheim · Lindell · Miller · Sabella · Samuels · Weatherford

Invited Papers

Building Classroom and Organizational Structure Around Positive Cultural Values
Badr F. Albanna, Joel C. Corbo, Dimitri R. Dounas-Frazer, Angela Little, and Anna M. Zaniewski
AIP Conf. Proc. 1513, pp. 7-10, doi:10.1063/1.4789638
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The Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at UC Berkeley. Our goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students–especially those from populations typically underrepresented in the physical sciences. Compass fosters a diverse, collaborative student community by providing a wide range of services, including a summer program and fall/spring seminar courses. We describe Compass’s cultural values, discuss how community members are introduced to and help shape those values, and demonstrate how a single set of values informs the structure of both our classroom and organization.We emphasize that all members of the Compass community participate in, and benefit from, our cultural values, regardless of status as student, teacher, or otherwise.

B. F. Albanna, J. C. Corbo, D. R. Dounas-Frazer, A. Little, and A. M. Zaniewski, Building Classroom and Organizational Structure Around Positive Cultural Values, 2012 PERC Proceedings [Philadelphia, PA, August 1-2, 2012], edited by P. V. Engelhardt, A. D. Churukian, and N. S. Rebello [AIP Conf. Proc. 1513, 7-10 (2013)], doi:10.1063/1.4789638.

Critical Classroom Structures for Empowering Students to Participate in Science Discourse
Shelly N. Belleau and Valerie K. Otero
AIP Conf. Proc. 1513, pp. 11-14, doi:10.1063/1.4789639
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We compared contextual characteristics that impacted the nature and substance of “summarizing discussions” in a physics and a chemistry classroom in an Hispanic-serving urban high school. Specifically, we evaluated structural components of curricula and classrooms necessary to develop a culture of critical inquiry. Using the Physics and Everyday Thinking (PET) curriculum in the physics course, we found that students demonstrated critical thinking, critical evaluation, and used laboratory evidence to support ideas in whole-class summarizing discussions. We then implemented a model similar to PET in the chemistry course. However, chemistry students’ statements lacked evidence, opposition and critical evaluation, and required greater teacher facilitation. We hypothesize that the designed laboratories and the research basis of PET influenced the extent to which physics students verbalized substantive scientific thought, authentic appeals to evidence, and a sense of empowerment to participate in the classroom scientific community.

S. N. Belleau and V. K. Otero, Critical Classroom Structures for Empowering Students to Participate in Science Discourse, 2012 PERC Proceedings [Philadelphia, PA, August 1-2, 2012], edited by P. V. Engelhardt, A. D. Churukian, and N. S. Rebello [AIP Conf. Proc. 1513, 11-14 (2013)], doi:10.1063/1.4789639.

A framework for assessing learning assistants' reflective writing assignments
Geraldine L. Cochran, David T. Brookes, and Laird H. Kramer
AIP Conf. Proc. 1513, pp. 15-18, doi:10.1063/1.4789640
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At Florida International University we have implemented a learning assistant (LA) program based on the Colorado Learning Assistant Model. As a part of this program, students take a course on science and mathematics education theory and practice in which they are required to submit written reflections. Past anecdotal evidence suggests that students in the LAP at Florida International University are using these writing assignments to reflect on their teaching experiences. The purpose of this study was to a) determine if the writing assignments submitted give evidence that our students are engaging in reflection and b) determine if our students are engaging in deep levels of reflection. In this investigation, we relied on a rubric based on Hatton and Smith’s (1995) “Criteria for the Recognition of Evidence for Different Types of Reflective Writing.” In this paper, we document a) a system for characterizing student reflections and b) how we give them feedback.

G. L. Cochran, D. T. Brookes, and L. H. Kramer, A framework for assessing learning assistants' reflective writing assignments, 2012 PERC Proceedings [Philadelphia, PA, August 1-2, 2012], edited by P. V. Engelhardt, A. D. Churukian, and N. S. Rebello [AIP Conf. Proc. 1513, 15-18 (2013)], doi:10.1063/1.4789640.

Supporting and sustaining the holistic development of students into practicing physicists
Elizabeth Gire, Mary Bridget Kustusch, and Corinne A. Manogue
AIP Conf. Proc. 1513, pp. 19-22, doi:10.1063/1.4789641
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This PERC workshop leveraged the broad expertise inherent in the PERC community to begin structuring a research agenda that might guide future efforts to support the holistic development of students into practicing physicists. In small groups, participants identified and discussed those concepts, habits of mind, skills, and representations that thread through the sub-disciplines of upper-division physics. Then separate small groups and later the whole group discussed the following questions: 1) What are the characteristics of curricula that scaffold student acquisition of these concepts, habits of mind, skills, and representations throughout the upper-division? 2) What aspects of institutional culture might facilitate the development, support, and sustainability of these curricula? 3) What models of research are currently available to address the questions above and where are new models needed? The conclusions of this workshop are summarized here for the benefit of the entire community.

E. Gire, M. B. Kustusch, and C. A. Manogue, Supporting and sustaining the holistic development of students into practicing physicists, 2012 PERC Proceedings [Philadelphia, PA, August 1-2, 2012], edited by P. V. Engelhardt, A. D. Churukian, and N. S. Rebello [AIP Conf. Proc. 1513, 19-22 (2013)], doi:10.1063/1.4789641.

Design guidelines for adapting scientific research articles: An example from an introductory level, interdisciplinary program on soft matter
Elon Langbeheim, Samuel A. Safran, and Edit Yerushalmi
AIP Conf. Proc. 1513, pp. 23-26, doi:10.1063/1.4789642
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We present design guidelines for using Adapted Primary Literature (APL) as part of current interdisciplinary topics to introductory physics students. APL is a text genre that allows students to comprehend a scientific article, while maintaining the core features of the communication among scientists, thus representing an authentic scientific discourse. We describe the adaptation of a research paper by Nobel Laureate Paul Flory on phase equilibrium in polymer-solvent mixtures that was presented to high school students in a project-based unit on soft matter. The adaptation followed two design strategies: a) Making explicit the interplay between the theory and experiment. b) Re-structuring the text to map the theory onto the students' prior knowledge. Specifically, we map the theory of polymer-solvent systems onto a model for binary mixtures of small molecules of equal size that was already studied in class.

E. Langbeheim, S. A. Safran, and E. Yerushalmi, Design guidelines for adapting scientific research articles: An example from an introductory level, interdisciplinary program on soft matter, 2012 PERC Proceedings [Philadelphia, PA, August 1-2, 2012], edited by P. V. Engelhardt, A. D. Churukian, and N. S. Rebello [AIP Conf. Proc. 1513, 23-26 (2013)], doi:10.1063/1.4789642.

Establishing reliability and validity: An ongoing process
Rebecca S. Lindell and Lin Ding
AIP Conf. Proc. 1513, pp. 27-29, doi:10.1063/1.4789643
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Establishing validity and reliability is a necessary step in any conceptual assessment instrument. But once validity and reliability are established, it is not the end of the story. Reliability and validity are not an inherent property of the assessment instrument or its individual items, but something that must be reestablished with any changes of the instrument items, order, administration techniques or population being studied. In this paper we will discuss how validity and reliability can be established or reestablished. We will also discuss common instances in instrument development and use that requires reliability and validity to be reestablished.

R. S. Lindell and L. Ding, Establishing reliability and validity: An ongoing process, 2012 PERC Proceedings [Philadelphia, PA, August 1-2, 2012], edited by P. V. Engelhardt, A. D. Churukian, and N. S. Rebello [AIP Conf. Proc. 1513, 27-29 (2013)], doi:10.1063/1.4789643.

Initial Replication Results Of Learning Assistants In University Physics
Paul M. Miller, Jeffrey S. Carver , Aniketa Shinde, Betsy Ratcliff, and Ashley N. Murphy
AIP Conf. Proc. 1513, pp. 30-33, doi:10.1063/1.4789644
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West Virginia University recently began a learning assistants (LA) program in its introductory calculus-based physics course targeted at increasing course effectiveness and recruiting future STEM teachers. The LA program was modeled after the Colorado Learning Assistant model. This paper describes the setting and initial results from the implementation including changes in learning gains (measured with the Force and Motion Conceptual Evaluation) and attitudes (measured with the Colorado Learning Attitudes about Science Survey). These data are combined with demographic data about the individual students and compared to baseline data collected prior to the implementation of the LA program.

P. M. Miller, J. S. Carver, A. Shinde, B. Ratcliff, and A. N. Murphy, Initial Replication Results Of Learning Assistants In University Physics, 2012 PERC Proceedings [Philadelphia, PA, August 1-2, 2012], edited by P. V. Engelhardt, A. D. Churukian, and N. S. Rebello [AIP Conf. Proc. 1513, 30-33 (2013)], doi:10.1063/1.4789644.

Cultural toolkits in the urban physics learning community
Mel Sabella and Andrea Van Duzor
AIP Conf. Proc. 1513, pp. 34-37
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Chicago State University has been involved in curriculum development, teacher preparation, and education research that targets urban physics learners on the south-side of Chicago. Through this work we have begun to recognize specific cultural norms that our students bring to the classroom. These cultural norms appear to help our students establish strong communities in classes. Because of the homogeneity of our population, with most students coming from within a five-mile radius of our campus, there are a set of shared experiences that help establish a level of trust and sense of community that manifests itself in the science learning environment. Aspects of community play a major role in the preparation of teachers. In this paper we discuss our understanding of CSU student culture, its importance in the development of community, and its role in the preparation of future physics teachers.

M. Sabella and A. V. Duzor, Cultural toolkits in the urban physics learning community, 2012 PERC Proceedings [Philadelphia, PA, August 1-2, 2012], edited by P. V. Engelhardt, A. D. Churukian, and N. S. Rebello [AIP Conf. Proc. 1513, 34-37 (2013)].

Instructional changes based on cogenerative physics reform
Natan Samuels, Eric Brewe, and Laird H. Kramer
AIP Conf. Proc. 1513, pp. 38-41, doi:10.1063/1.4789646
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We describe changes in a physics teacher's pedagogy and cultural awareness that resulted from her students' involvement in reforming their classroom. For this case study, we examined a veteran high school teacher's semester-long use of CMPLE (the Cogenerative Mediation Process for Learning Environments) in her Modeling Instruction classroom. CMPLE is a formative intervention designed to help students and instructors collaborate to change classroom dynamics, based on how closely the environment matches their learning preferences. Analysis of classroom videos, interviews, and other artifacts indicates that adapting the environment to align with the preferences of that shared culture affected the instructor in complex ways. We will trace her teaching practices and her self-described awareness of the culture of learning, to highlight notable changes. The teacher espoused deeper understanding of her students' physics learning experience, which she gained from including students in responding to their own individual and collective learning preferences.

N. Samuels, E. Brewe, and L. H. Kramer, Instructional changes based on cogenerative physics reform, 2012 PERC Proceedings [Philadelphia, PA, August 1-2, 2012], edited by P. V. Engelhardt, A. D. Churukian, and N. S. Rebello [AIP Conf. Proc. 1513, 38-41 (2013)], doi:10.1063/1.4789646.

Student predictions of functional but incomplete example programs in introductory calculus-based physics
Shawn Weatherford and Ruth Chabay
AIP Conf. Proc. 1513, pp. 42-45, doi:10.1063/1.4789647
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Computational activities for Matter & Interactions were redesigned to focus student attention to the interpretation and prediction of functional, but incomplete example programs before modifying the program with additional program code. Evaluation of the instructional activities in experimental lab settings reveals student predictions that are based on the expected dynamics of real-world systems in addition to the information gathered through the interpretation of the example program code.

S. Weatherford and R. Chabay, Student predictions of functional but incomplete example programs in introductory calculus-based physics, 2012 PERC Proceedings [Philadelphia, PA, August 1-2, 2012], edited by P. V. Engelhardt, A. D. Churukian, and N. S. Rebello [AIP Conf. Proc. 1513, 42-45 (2013)], doi:10.1063/1.4789647.

PEER REVIEWED MANUSCRIPTS (100)

Note: Only 95 of the 100 peer-reviewed articles published in the 2012 PERC Proceedings are currently available for free download in PER-Central. The complete set of articles is available from AIP Conference Proceedings 1513.

First Author Index

Aiken · Atkins · Baily · Barniol · Barrera-Garrido · Barthelemy · Beatty · Bergner · Bonham · Brookes · Chase · Chini · Clark · Close · Daane · Ding · Dreyfus · Frank · Franklin · Gaffney · Garza · Geller · Gire · Goszewski · Hallinen · Harrer · Hazelton · Henderson · Heron · Hinko · Hrepic · Hu · Hull · Hutchison · Irving · John · Jones · Kaczynski · Khan · Khatri · Ko · Kryjevskaia · Kuo · Kustusch · Lasry · Li · Lin · Lindsey · Lock · Loverude · Lung · Madsen · Mahadeo · Maries · Mateycik · McCaskey · Nissen · Nwosu · Paul · Podolefsky · Pollock · Potter · Price · Rebello · Richards · Ridenour · Rodriguez · Ross · Rouinfar · Sadaghiani · Salter · Sawtelle · Scaife · Schmidt · Semak · Singh · Smith · Southey · Spike · Stewart · Stout · Suarez · Van Dusen · Wilcox · Wittmann · Wolf · Wulf · Xu · Zavala · Zwickl

Peer-reviewed Papers

Understanding student computational thinking with computational modeling
John M. Aiken, Marcos D. Caballero, Scott S. Douglas, John B. Burk, Erin M. Scanlon, Brian D. Thoms, and Michael F. Schatz
AIP Conf. Proc. 1513, pp. 46-49, doi:10.1063/1.4789648
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Using Scientists' Notebooks to Foster Authentic Scientific Practices
Leslie J. Atkins and Irene Y. Salter
AIP Conf. Proc. 1513, pp. 50-53, doi:10.1063/1.4789649
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Research-Based Course Materials and Assessments for Upper-Division Electrodynamics (E&M II)
Charles Baily, Michael Dubson, and Steven J. Pollock
AIP Conf. Proc. 1513, pp. 54-57, doi:10.1063/1.4789650
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Students' Difficulties in Interpreting the Torque Vector in a Physical Situation
Pablo Barniol, Genaro Zavala, and Carlos Hinojosa
AIP Conf. Proc. 1513, pp. 58-61, doi:10.1063/1.4789651
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Introduction of Studio Physics Teaching in Panama
Azael Barrera-Garrido
AIP Conf. Proc. 1513, pp. 62-65, doi:10.1063/1.4789652
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The Graduate Research Field Choice of Women in Academic Physics and Astronomy: A Pilot Study
Ramón S. Barthelemy, Megan L. Grunert, and Charles R. Henderson
AIP Conf. Proc. 1513, pp. 66-69, doi:10.1063/1.4789653
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Improving Physics Instruction by Analyzing Video Games
Ian D. Beatty
AIP Conf. Proc. 1513, pp. 70-73, doi:10.1063/1.4789654
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Multidimensional Student Skills with Collaborative Filtering
Yoav Bergner, Saif Rayyan, Daniel T. Seaton, and David E. Pritchard
AIP Conf. Proc. 1513, pp. 74-77, doi:10.1063/1.4789655
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Evaluation of a Multiple Goal Revision of a Physics Laboratory
Scott W. Bonham, Doug L. Harper, and Lance Pauley
AIP Conf. Proc. 1513, pp. 82-85, doi:10.1063/1.4789657
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Student Interactions Leading to Learning and Transfer: A Participationist Perspective
David T. Brookes, Alexander Moncion, and Yuhfen Lin
AIP Conf. Proc. 1513, pp. 86-89, doi:10.1063/1.4789658
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Evidence of Embodied Cognition Via Speech and Gesture Complementarity
Evan A. Chase and Michael C. Wittmann
AIP Conf. Proc. 1513, pp. 94-97, doi:10.1063/1.4789660
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Alignment of TAs' Beliefs with Practice and Student Perception
Jacquelyn J. Chini and Ahlam Al-Rawi
AIP Conf. Proc. 1513, pp. 98-101, doi:10.1063/1.4789661
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Comparing Student Conceptual Understanding of Thermodynamics in Physics and Engineering
Jessica W. Clark, John R. Thompson, and Donald B. Mountcastle
AIP Conf. Proc. 1513, pp. 102-105, doi:10.1063/1.4789662
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Understanding the learning assistant experience with physics identity
Eleanor W. Close, Hunter G. Close, and David Donnelly
AIP Conf. Proc. 1513, pp. 106-109
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Nesting in graphical representations in physics
Hunter G. Close, Eleanor W. Close, and David Donnelly
AIP Conf. Proc. 1513, pp. 110-113, doi:10.1063/1.4789664
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Conserving energy in physics and society: Creating an integrated model of energy and the second law of thermodynamics
Abigail R. Daane, Stamatis Vokos, and Rachel E. Scherr
AIP Conf. Proc. 1513, pp. 114-117, doi:10.1063/1.4789665
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A comparative study of middle school and high school students’ views about physics and learning physics
Lin Ding
AIP Conf. Proc. 1513, pp. 118-121, doi:10.1063/1.4789666
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Students' interdisciplinary reasoning about "high-energy bonds" and ATP
Benjamin W. Dreyfus, Benjamin D. Geller, Vashti Sawtelle, Julia Svoboda, Chandra Turpen, and Edward F. Redish
AIP Conf. Proc. 1513, pp. 122-125, doi:10.1063/1.4789667
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Building knowledge for teaching: Three cases of physics graduate students
Brian W. Frank and Natasha M. Speer
AIP Conf. Proc. 1513, pp. 126-129, doi:10.1063/1.4789668
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Diversity of Faculty Practice in Workshop Classrooms
Scott V. Franklin and Tricia Chapman
AIP Conf. Proc. 1513, pp. 130-133, doi:10.1063/1.4789669
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How an active-learning class influences physics self-efficacy in pre-service teachers
Jon D. H. Gaffney, Amy L. Housley Gaffney, Ellen L. Usher, and Natasha A. Mamaril
AIP Conf. Proc. 1513, pp. 134-137, doi:10.1063/1.4789670
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Contrasting students’ understanding of electric field and electric force
Alejandro Garza and Genaro Zavala
AIP Conf. Proc. 1513, pp. 142-145, doi:10.1063/1.4789672
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Students' reasoning about interdisciplinarity
Benjamin D. Geller, Benjamin W. Dreyfus, Vashti Sawtelle, Julia Svoboda, Chandra Turpen, and Edward F. Redish
AIP Conf. Proc. 1513, pp. 146-149, doi:10.1063/1.4789673
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Arrows as anchors: Conceptual blending and student use of electric field vector arrows
Elizabeth Gire and Edward Price
AIP Conf. Proc. 1513, pp. 150-153, doi:10.1063/1.4789674
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Exploring student difficulties with pressure in a fluid
Matthew Goszewski, Adam Moyer, Zachary Bazan, and Doris J. Wagner
AIP Conf. Proc. 1513, pp. 154-157, doi:10.1063/1.4789675
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Applying cognitive developmental psychology to middle school physics learning: The rule assessment method
Nicole R. Hallinen, Min Chi, Doris B. Chin, Joe Prempeh, Kristen P. Blair, and Daniel L. Schwartz
AIP Conf. Proc. 1513, pp. 158-161, doi:10.1063/1.4789676
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Students talk about energy in project-based inquiry science
Benedikt W. Harrer, Virginia J. Flood, and Michael C. Wittmann
AIP Conf. Proc. 1513, pp. 162-165, doi:10.1063/1.4789677
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Investigating student ability to apply basic electrostatics concepts to conductors
Ryan L. C. Hazelton, MacKenzie R. Stetzer, Paula R. L. Heron, and Peter S. Shaffer
AIP Conf. Proc. 1513, pp. 166-169, doi:10.1063/1.4789678
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Department-level change: Using social network analysis to map the hidden structure of academic departments
Charles R. Henderson and Kathleen Quardokus
AIP Conf. Proc. 1513, pp. 170-173, doi:10.1063/1.4789679
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Student performance on conceptual questions: Does instruction matter?
Paula R. L. Heron
AIP Conf. Proc. 1513, pp. 174-177, doi:10.1063/1.4789680
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Impacting university physics students through participation in informal science
Kathleen Hinko and Noah D. Finkelstein
AIP Conf. Proc. 1513, pp. 178-181, doi:10.1063/1.4789681
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Pedagogy and/or technology: Making difference in improving students’ problem solving skills
Zdeslav Hrepic, Katherine Lodder, and Kimberly A. Shaw
AIP Conf. Proc. 1513, pp. 182-185, doi:10.1063/1.4789682
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Characterizing student use of differential resources in physics integration problems
Dehui Hu and N. Sanjay Rebello
AIP Conf. Proc. 1513, pp. 186-189, doi:10.1063/1.4789683
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A conceptual physics class where students found meaning in calculations
Michael M. Hull and Andrew Elby
AIP Conf. Proc. 1513, pp. 190-193, doi:10.1063/1.4789684
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Evidence of epistemological framing in survey question misinterpretation
Paul Hutchison and Andrew Elby
AIP Conf. Proc. 1513, pp. 194-197, doi:10.1063/1.4789685
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Upper-Level Physics Students’ Conceptions Of Understanding
Paul W. Irving and Eleanor C. Sayre
AIP Conf. Proc. 1513, pp. 198-201, doi:10.1063/1.4789686
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DC circuits: Context dependence of student responses
Ignatius John and Saalih Allie
AIP Conf. Proc. 1513, pp. 202-205, doi:10.1063/1.4789687
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Comparing Physics and Math Problems
Dyan L. Jones and Reni B. Roseman
AIP Conf. Proc. 1513, pp. 206-209, doi:10.1063/1.4789688
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Student expectations in a group learning activity on harmonic motion
Adam Kaczynski and Michael C. Wittmann
AIP Conf. Proc. 1513, pp. 210-213, doi:10.1063/1.4789689
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Comparing The Use Of Multimedia Animations And Written Solutions In Facilitating Problem Solving
Neelam Khan, Dong-Hai Nguyen, Zhongzhou Chen, and N. Sanjay Rebello
AIP Conf. Proc. 1513, pp. 214-217, doi:10.1063/1.4789690
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Successful propagation of educational innovations: Viewpoints from principal investigators and program
Raina Khatri, Charles R. Henderson, Renee Cole, and Jeffrey Froyd
AIP Conf. Proc. 1513, pp. 218-221, doi:10.1063/1.4789691
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Narratives of the double bind: Intersectionality in life stories of women of color in physics, astrophysics and astronomy
Lily T. Ko, Rachel R. Kachchaf, Maria Ong, and Apriel K. Hodari
AIP Conf. Proc. 1513, pp. 222-225, doi:10.1063/1.4789692
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Examining inconsistencies in student reasoning approaches
Mila Kryjevskaia and MacKenzie R. Stetzer
AIP Conf. Proc. 1513, pp. 226-229, doi:10.1063/1.4789693
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Considering factors beyond transfer of conceptual knowledge
Eric Kuo, Danielle Champney, and Angela Little
AIP Conf. Proc. 1513, pp. 230-233, doi:10.1063/1.4789694
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An expert path through a thermo maze
Mary Bridget Kustusch, David J. Roundy, Tevian Dray, and Corinne A. Manogue
AIP Conf. Proc. 1513, pp. 234-237, doi:10.1063/1.4789695
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Changing classroom designs: Easy; Changing instructors' pedagogies: Not so easy...
Nathaniel Lasry, Elizabeth Charles, Chris Whittaker, Helena Dedic, and Steven Rosenfield
AIP Conf. Proc. 1513, pp. 238-241, doi:10.1063/1.4789696
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Physics Learning Identity of a Successful Student: A Plot Twist
Sissi L. Li and Dedra Demaree
AIP Conf. Proc. 1513, pp. 242-245, doi:10.1063/1.4789697
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Identity and Belonging: Are You a Physicist (Chemist)?
Sissi L. Li and Michael E. Loverude
AIP Conf. Proc. 1513, pp. 246-249
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Student difficulties in translating between mathematical and graphical representations in introductory physics
Shih-Yin Lin, Alexandru Maries, and Chandralekha Singh
AIP Conf. Proc. 1513, pp. 250-253, doi:10.1063/1.4789699
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Using Collaborative Group Exams to Investigate Students’ Ability to Learn
Yuhfen Lin and David T. Brookes
AIP Conf. Proc. 1513, pp. 254-257, doi:10.1063/1.4789700
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Assessing students’ metacognitive calibration with knowledge surveys
Beth A. Lindsey and Megan Nagel
AIP Conf. Proc. 1513, pp. 258-261, doi:10.1063/1.4789701
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Physics Career Intentions: The Effect of Physics Identity, Math Identity, and Gender
Robynne M. Lock, Zahra Hazari, and Geoff Potvin
AIP Conf. Proc. 1513, pp. 262-265, doi:10.1063/1.4789702
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They Still Remember What I Never Taught Them: Student Understanding of Entropy
Michael E. Loverude
AIP Conf. Proc. 1513, pp. 266-269, doi:10.1063/1.4789703
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Welcome To America, Welcome To College: Comparing The Effects Of Immigrant Generation And College Generation On Physical Science and Engineering Career Intentions
Florin D. Lung, Geoff Potvin, Gerhard Sonnert, and Philip M. Sadler
AIP Conf. Proc. 1513, pp. 270-273, doi:10.1063/1.4789704
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Do perceptually salient elements in physics problems influence students' eye movements and answer choices?
Adrian M. Madsen, Amy Rouinfar, Adam M. Larson, Lester C. Loschky, and N. Sanjay Rebello
AIP Conf. Proc. 1513, pp. 274-277, doi:10.1063/1.4789705
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Regression analysis exploring teacher impact on student FCI post scores
Jonathan V. Mahadeo, Seth Manthey, and Eric Brewe
AIP Conf. Proc. 1513, pp. 278-281, doi:10.1063/1.4789706
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To use or not to use diagrams: The effect of drawing a diagram in solving introductory physics problems
Alexandru Maries and Chandralekha Singh
AIP Conf. Proc. 1513, pp. 282-285, doi:10.1063/1.4789707
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Assessing students’ epistemic logic using clause topics during problem comparison
Frances Mateycik and Kendra Sheaffer
AIP Conf. Proc. 1513, pp. 286-289, doi:10.1063/1.4789708
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Using Student Notecards as an Epistemological Lens
Timothy L. McCaskey
AIP Conf. Proc. 1513, pp. 290-293, doi:10.1063/1.4789709
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The experience sampling method: Investigating students' affective experience
Jayson M. Nissen, MacKenzie R. Stetzer, and Jonathan T. Shemwell
AIP Conf. Proc. 1513, pp. 294-297, doi:10.1063/1.4789710
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A Study of Graduate Students in an Astrophysics Bridging Year: Identifying Contradictions in a Complex System
Victoria Nwosu, Saalih Allie, Dedra Demaree, and Andrew Deacon
AIP Conf. Proc. 1513, pp. 298-301, doi:10.1063/1.4789711
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Guiding without feeling guided: Implicit scaffolding through interactive simulation design
Ariel Paul, Noah S. Podolefsky, and Katherine K. Perkins
AIP Conf. Proc. 1513, pp. 302-305, doi:10.1063/1.4789712
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Affordances of play for student agency and student-centered pedagogy
Noah S. Podolefsky, Daniel A. Rehn, and Katherine K. Perkins
AIP Conf. Proc. 1513, pp. 306-309, doi:10.1063/1.4789713
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Impacts of curricular change: Implications from 8 years of data in introductory physics
Steven J. Pollock and Noah D. Finkelstein
AIP Conf. Proc. 1513, pp. 310-313, doi:10.1063/1.4789714
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Additional Evidence of Far Transfer of Scientific Reasoning Skills Acquired in a CLASP Reformed Physics Course
Wendell H. Potter and Robert B. Lynch
AIP Conf. Proc. 1513, pp. 314-317, doi:10.1063/1.4789715
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Supporting scientific writing and evaluation in a conceptual physics course with Calibrated Peer Review
Edward Price, Fred Goldberg, Scott Patterson, and Paul Heft
AIP Conf. Proc. 1513, pp. 318-321, doi:10.1063/1.4789716
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Transfer Of Argumentation Skills In Conceptual Physics Problem Solving
Carina M. Rebello and N. Sanjay Rebello
AIP Conf. Proc. 1513, pp. 322-325, doi:10.1063/1.4789717
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Students’ Conceptions About Rolling In Multiple Contexts
N. Sanjay Rebello and Carina M. Rebello
AIP Conf. Proc. 1513, pp. 326-329, doi:10.1063/1.4789718
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Students’ use of resources in understanding solar cells
AJ Richards and Eugenia Etkina
AIP Conf. Proc. 1513, pp. 330-333
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Coupling epistemology and identity in explaining student interest in science
Jennifer Richards, Luke D. Conlin, Ayush Gupta, and Andrew Elby
AIP Conf. Proc. 1513, pp. 334-337
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Is Conceptual Understanding Compromised By A Problem- Solving Emphasis In An Introductory Physics Course?
Joshua Ridenour, Gerald Feldman, Raluca E. Teodorescu, Larry Medsker, and Nawal Benmouna
AIP Conf. Proc. 1513, pp. 338-341
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Cookies as agents for community membership
Idaykis Rodriguez, Renee Michelle Goertzen, Eric Brewe, and Laird H. Kramer
AIP Conf. Proc. 1513, pp. 342-345
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Challenging traditional assumptions of secondary science through the PET curriculum
Michael J. Ross and Valerie K. Otero
AIP Conf. Proc. 1513, pp. 350-353
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Scaffolding students’ understanding of force in pulley systems
Amy Rouinfar, Adrian M. Madsen, Tram Do Ngoc Hoang, Sadhana Puntambekar, and N. Sanjay Rebello
AIP Conf. Proc. 1513, pp. 354-357
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Mathematical vs. Conceptual Understanding: Where Do We Draw The Line?
Homeyra R. Sadaghiani and Nicholas Aguilera
AIP Conf. Proc. 1513, pp. 358-361
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Surveys fail to measure grasp of scientific practice
Irene Y. Salter and Leslie J. Atkins
AIP Conf. Proc. 1513, pp. 362-365
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Examining the Positioning of Ideas in the Disciplines
Vashti Sawtelle, Tiffany-Rose Sikorski, Chandra Turpen, and Edward F. Redish
AIP Conf. Proc. 1513, pp. 366-369
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The dependence of instructional outcomes on individual differences: An example from DC circuits
Thomas M. Scaife and Andrew F. Heckler
AIP Conf. Proc. 1513, pp. 370-373, doi:10.1063/1.4789729
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Effect of paper color on students' physics exam performances
David R. Schmidt, Todd G. Ruskell, and Patrick B. Kohl
AIP Conf. Proc. 1513, pp. 374-377, doi:10.1063/1.4789730
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Predicting FCI gain with a nonverbal intelligence test
M. R. Semak, R. D. Dietz, R. H. Pearson, and C. W. Willis
AIP Conf. Proc. 1513, pp. 378-381, doi:10.1063/1.4789731
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Core graduate courses: A missed learning opportunity?
Chandralekha Singh and Alexandru Maries
AIP Conf. Proc. 1513, pp. 382-385
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Identifying student difficulties with conflicting ideas in statistical mechanics
Trevor I. Smith, Donald B. Mountcastle, and John R. Thompson
AIP Conf. Proc. 1513, pp. 386-389
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Students’ Understanding of Density: A Cognitive Linguistics Perspective
Philip Southey, Saalih Allie, and Dedra Demaree
AIP Conf. Proc. 1513, pp. 390-393, doi:10.1063/1.4789734
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Applying a framework for characterizing physics teaching assistants’ beliefs and practices
Benjamin T. Spike and Noah D. Finkelstein
AIP Conf. Proc. 1513, pp. 394-397
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"Learning Arc": The process of resolving concerns through student-student discourse
Sean Stewart, Maria Angarita, Jared Durden, and Vashti Sawtelle
AIP Conf. Proc. 1513, pp. 398-401
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How a gender gap in belonging contributes to the gender gap in physics participation
Jane Stout, Tiffany A. Ito, Noah D. Finkelstein, and Steven J. Pollock
AIP Conf. Proc. 1513, pp. 402-405
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3rd grade English language learners making sense of sound
Enrique Suarez and Valerie K. Otero
AIP Conf. Proc. 1513, pp. 406-409
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Influencing students’ relationships with physics through culturally relevant tools
Ben Van Dusen and Valerie K. Otero
AIP Conf. Proc. 1513, pp. 410-413
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Upper-division student understanding of Coulomb's law: Difficulties with continuous charge distributions
Bethany R. Wilcox, Marcos D. Caballero, Rachel E. Pepper, and Steven J. Pollock
AIP Conf. Proc. 1513, pp. 418-421, doi:10.1063/1.4789741
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New ways of investigating the canonical coin toss acceleration problem
Michael C. Wittmann and Jeffrey M. Hawkins
AIP Conf. Proc. 1513, pp. 422-425
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Differentiating expert and novice cognitive structures
Steven F. Wolf, Daniel P. Dougherty, and Gerd Kortemeyer
AIP Conf. Proc. 1513, pp. 426-429, doi:10.1063/1.4789743
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Promoting children's agency and communication skills in an informal science program
Rosemary Wulf, Kathleen Hinko, and Noah D. Finkelstein
AIP Conf. Proc. 1513, pp. 430-433, doi:10.1063/1.4789744
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Authentic assessment of students' problem solving
Qing Xu, Kenneth Heller, Leonardo Hsu, and Bijaya Aryal
AIP Conf. Proc. 1513, pp. 434-437, doi:10.1063/1.4789745
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Students’ understanding of dot product as a projection in no-context, work and electric flux problems
Genaro Zavala and Pablo Barniol
AIP Conf. Proc. 1513, pp. 438-441, doi:10.1063/1.4789746
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Development and Validation of the Colorado Learning Attitudes about Science Survey for Experimental Physics
Benjamin M. Zwickl, Noah D. Finkelstein, and H. J. Lewandowski
AIP Conf. Proc. 1513, pp. 442-445, doi:10.1063/1.4789747
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