home - login - register

2006 PERC Proceedings

Conference Information

Dates: July 26-27, 2006
Location: Syracuse, NY
Theme: Discipline-based Education Research in Other STEM Disciplines

Proceedings Information

Editors: Laura McCullough, Leon Hsu, and Paula Heron
Published: January 30, 2007
AIP URL: AIP Conference Proceedings 883
Info: Single book; 222 pages; 8.5 X 11 inches, double column
ISBN: 978-0-7354-0383-3
ISSN (Print): 0094-243X
ISSN (Online): 1551-7616

The 2006 Physics Education Research Conference brought together researchers studying a wide variety of topics in physics education including transfer of knowledge, learning in upper level physics courses, preservice education, and cross-disciplinary learning. The theme of this conference was "Discipline-Based Education Research in Other STEM Disciplines.

Readership: This proceedings will be of interest to physics education researchers, faculty, post-doctoral students and graduate students. It will also be of interest to physics faculty at undergraduate and graduate levels, as well as high school physics teachers.

Table of Contents

Front Matter
Invited Papers (12)
Peer-reviewed Papers (36)
Back Matter

INVITED MANUSCRIPTS (12)

First Author Index

Klymkowsky · Sanger · Aubrecht II · Lindell · Adams · Kautz · Bing · Ambrose · McKagan · Meltzer · Singh · Scherr

Invited Papers

Avoiding Reflex Responses: Strategies for Revealing Students' Conceptual Understanding in Biology
Michael Klymkowsky, Rachel Gheen, and Kathy Garvin-Doxas
AIP Conf. Proc. 883, pp. 3-6, doi:10.1063/1.2508676
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

There is widespread concern about the level of scientific literacy in the U. S. An important, although often overlooked, point, is that student learning is generally only a good as the assessments used to measure it. Unfortunately, most assessments measure recall and recognition rather than conceptual understanding, and as a result over-estimate levels of scientific literacy. We have encountered this fact during the construction of the Biology Concept Inventory (BCI). Using the concept of diffusion, which is taught in a wide range of introductory biology, chemistry, and physics courses, as an exemplar, we describe lessons learned and strategies we use to create questions that better probe student understanding.

M. Klymkowsky, R. Gheen, and K. Garvin-Doxas, Avoiding Reflex Responses: Strategies for Revealing Students' Conceptual Understanding in Biology, 2006 PERC Proceedings [Syracuse, NY, July 26-27, 2006], edited by L. McCullough, L. Hsu, and P. Heron [AIP Conf. Proc. 883, 3-6 (2007)], doi:10.1063/1.2508676.

Is Inquiry-Based Instruction Good for Elementary Teaching Majors? The Effects on Chemistry Content Knowledge and Views About Teaching and Learning Science
Michael Sanger
AIP Conf. Proc. 883, pp. 7-10, doi:10.1063/1.2508677
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Although science educators have advocated that elementary teaching majors learn science concepts using inquiry-based methods, many college professors believe that these courses are merely “watered down” versions of traditional lecture-based courses. This study compared the chemistry content knowledge of elementary teaching majors enrolled in an inquiry-based course and science majors enrolled in traditional lecture-based courses. It also compared the elementary teaching majors' views of how science is taught and learned to the views of secondary science teaching majors. The elementary teaching majors developed chemistry content knowledge comparable to the students enrolled in the traditional lecture-based course, but they developed views regarding how science is taught and learned that were more in line with the constructivist ideals than the secondary science teaching majors. The elementary teaching majors also improved their interest and confidence in teaching science in the elementary school setting. These results suggest that both sets of teaching majors would benefit more from inquiry-based science courses than lecture-based courses.

M. Sanger, Is Inquiry-Based Instruction Good for Elementary Teaching Majors? The Effects on Chemistry Content Knowledge and Views About Teaching and Learning Science, 2006 PERC Proceedings [Syracuse, NY, July 26-27, 2006], edited by L. McCullough, L. Hsu, and P. Heron [AIP Conf. Proc. 883, 7-10 (2007)], doi:10.1063/1.2508677.

Physics Education Research and Human Subjects: The PER Community and Institutional Review Boards
Gordon J. Aubrecht, II
AIP Conf. Proc. 883, pp. 11-13, doi:10.1063/1.2508679
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

This workshop was a discussion among participants about human subjects and Institutional Review Boards (IRBs) and dealt with the following questions: (1) What are the important human subjects issues facing physics education researchers? Do few, many, or most PER projects raise issues of confidentiality, liability, withholding of learning, differences in grading policy, impact of the student lack of informed consent, or other ethical issues? (2) Should PER physicists at each institution create a common IRB form to be used by all PER researchers at that institution? (3) Should the PER community as a group address the IRB issues as a community? If so, what might the outcome be? (4) Should all PER research be exempt from IRB approval, given the extreme unlikelihood of student physical or emotional damage? How could such global exemption be achieved?

G. J. A. II, Physics Education Research and Human Subjects: The PER Community and Institutional Review Boards, 2006 PERC Proceedings [Syracuse, NY, July 26-27, 2006], edited by L. McCullough, L. Hsu, and P. Heron [AIP Conf. Proc. 883, 11-13 (2007)], doi:10.1063/1.2508679.

Are They All Created Equal? A Comparison of Different Concept Inventory Development Methodologies
Rebecca S. Lindell, Elizabeth Peak, and Thomas M. Foster
AIP Conf. Proc. 883, pp. 14-17, doi:10.1063/1.2508680
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

The creation of the Force Concept Inventory (FCI) was a seminal moment for Physics Education Research. Based on the development of the FCI, many more concept inventories have been developed. The problem with the development of all of these concept inventories is there does not seem to be a concise methodology for developing these inventories, nor is there a concise definition of what these inventories measure. By comparing the development methodologies of many common Physics and Astronomy Concept Inventories we can draw inferences about different types of concept inventories, as well as different valid conclusions that can be drawn from the administration of these inventories. Inventories compared include: Astronomy Diagnostic Test (ADT), Brief Electricity and Magnetism Assessment (BEMA), Conceptual Survey in Electricity and Magnetism (CSEM), Diagnostic Exam Electricity and Magnetism (DEEM), Determining and Interpreting Resistive Electric Circuits Concept Test (DIRECT), Energy and Motion Conceptual Survey (EMCS), Force Concept Inventory (FCI), Force and Motion Conceptual Evaluation (FMCE), Lunar Phases Concept Inventory (LPCI), Test of Understanding Graphs in Kinematics (TUG-K) and Wave Concept Inventory (WCI).

R. S. Lindell, E. Peak, and T. M. Foster, Are They All Created Equal? A Comparison of Different Concept Inventory Development Methodologies, 2006 PERC Proceedings [Syracuse, NY, July 26-27, 2006], edited by L. McCullough, L. Hsu, and P. Heron [AIP Conf. Proc. 883, 14-17 (2007)], doi:10.1063/1.2508680.

Problem Solving Skill Evaluation Instrument — Validation Studies
Wendy K. Adams and Carl E. Wieman
AIP Conf. Proc. 883, pp. 18-21, doi:10.1063/1.2508681
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Researchers have created several tools for evaluating conceptual understanding as well as students' attitudes and beliefs about physics; however, the field of problem solving is sorely lacking a broad use evaluation tool. This missing tool is an indication of the complexity of the field. The most obvious and largest hurdle to evaluating physics problem solving skills is untangling the skills from the physics content knowledge necessary to solve problems. We are tackling this problem by looking for the physics problem solving skills that are useful in other disciplines as well as physics. We report on the results of a series of interviews comparing physics students' skills when solving physics problems with their anonymous completion of the problem solving instrument.

W. K. Adams and C. E. Wieman, Problem Solving Skill Evaluation Instrument — Validation Studies, 2006 PERC Proceedings [Syracuse, NY, July 26-27, 2006], edited by L. McCullough, L. Hsu, and P. Heron [AIP Conf. Proc. 883, 18-21 (2007)], doi:10.1063/1.2508681.

Physics Education Research in an Engineering Context
Christian H. Kautz
AIP Conf. Proc. 883, pp. 22-25, doi:10.1063/1.2508682
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

We report on an ongoing investigation of student understanding in several introductory engineering courses at Hamburg University of Technology. Preliminary results from a first-year electrical engineering course indicate that many students did not gain a conceptual understanding of the material. Some students had difficulty interpreting graphical representations of information or displayed a lack of understanding of basic principles. Specific examples concerning load lines and three-phase systems are used to illustrate how general findings from physics education research can guide investigations of student understanding and the development of curriculum in an introductory engineering context.

C. H. Kautz, Physics Education Research in an Engineering Context, 2006 PERC Proceedings [Syracuse, NY, July 26-27, 2006], edited by L. McCullough, L. Hsu, and P. Heron [AIP Conf. Proc. 883, 22-25 (2007)], doi:10.1063/1.2508682.

The Cognitive Blending of Mathematics and Physics Knowledge
Thomas J. Bing and Edward F. Redish
AIP Conf. Proc. 883, pp. 26-29, doi:10.1063/1.2508683
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Numbers, variables, and equations are used differently in a physics class than in a pure mathematics class. In physics, these symbols not only obey formal mathematical rules but also carry physical ideas and relations. This paper focuses on modeling how this combination of physical and mathematical knowledge is constructed. The cognitive blending framework highlights both the different ways this combination can occur and the emergence of new insights and meaning that follows such a combination. After an introduction to the blending framework itself, several examples from undergraduate physics students' work are analyzed.

T. J. Bing and E. F. Redish, The Cognitive Blending of Mathematics and Physics Knowledge, 2006 PERC Proceedings [Syracuse, NY, July 26-27, 2006], edited by L. McCullough, L. Hsu, and P. Heron [AIP Conf. Proc. 883, 26-29 (2007)], doi:10.1063/1.2508683.

Probing Student Reasoning and Intuitions in Intermediate Mechanics: An Example with Linear Oscillations
Bradley S. Ambrose
AIP Conf. Proc. 883, pp. 30-33, doi:10.1063/1.2508684
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

The study of linear oscillations—including simple harmonic, damped, and driven oscillations—is not only fundamental in classical mechanics but lies at the heart of numerous applications in the engineering sciences. Results from research conducted in the context of junior-level mechanics courses suggest the presence of specific conceptual and reasoning difficulties, many of which seem to be based on fundamental concepts. Evidence from pretests (ungraded quizzes) will be presented to illustrate critical difficulties in understanding conceptual underpinnings, relating concepts to graphical representations (e.g., motion graphs), and connecting the physics to the relevant differential equations of motion. Preliminary results from the development of a tutorial approach to instruction, modeled after Tutorials in Introductory Physics by McDermott, et al., suggest that such an approach can be effective in both physics and engineering courses. (Supported by NSF grants DUE-0441426 and DUE-0442388.).

B. S. Ambrose, Probing Student Reasoning and Intuitions in Intermediate Mechanics: An Example with Linear Oscillations, 2006 PERC Proceedings [Syracuse, NY, July 26-27, 2006], edited by L. McCullough, L. Hsu, and P. Heron [AIP Conf. Proc. 883, 30-33 (2007)], doi:10.1063/1.2508684.

Reforming a large lecture modern physics course for engineering majors using a PER-based design
Sam B. McKagan, Katherine K. Perkins, and Carl E. Wieman
AIP Conf. Proc. 883, pp. 34-37, doi:10.1063/1.2508685
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

We have reformed a large lecture modern physics course for engineering majors by radically changing both the content and the learning techniques implemented in lecture and homework. Traditionally this course has been taught in a manner similar to the equivalent course for physics majors, focusing on mathematical solutions of abstract problems. Based on interviews with physics and engineering professors, we developed a syllabus and learning goals focused on content that was more useful to our actual student population: engineering majors. The content of this course emphasized reasoning development, model building, and connections to real world applications. In addition we implemented a variety of PER-based learning techniques, including peer instruction, collaborative homework sessions, and interactive simulations. We have assessed the effectiveness of reforms in this course using pre/post surveys on both content and beliefs. We have found significant improvements in both content knowledge and beliefs compared with the same course before implementing these reforms and a corresponding course for physics majors.

S. B. McKagan, K. K. Perkins, and C. E. Wieman, Reforming a large lecture modern physics course for engineering majors using a PER-based design, 2006 PERC Proceedings [Syracuse, NY, July 26-27, 2006], edited by L. McCullough, L. Hsu, and P. Heron [AIP Conf. Proc. 883, 34-37 (2007)], doi:10.1063/1.2508685.

Investigation of Student Learning in Thermodynamics and Implications for Instruction in Chemistry and Engineering
David E. Meltzer
AIP Conf. Proc. 883, pp. 38-41, doi:10.1063/1.2508686
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

As part of an investigation into student learning of thermodynamics, we have probed the reasoning of students enrolled in introductory and advanced courses in both physics and chemistry. A particular focus of this work has been put on the learning difficulties encountered by physics, chemistry, and engineering students enrolled in an upper-level thermal physics course that included many topics also covered in physical chemistry courses. We have explored the evolution of students' understanding as they progressed from the introductory course through more advanced courses. Through this investigation we have gained insights into students' learning difficulties in thermodynamics at various levels. Our experience in addressing these learning difficulties may provide insights into analogous pedagogical issues in upper-level courses in both engineering and chemistry which focus on the theory and applications of thermodynamics.

D. E. Meltzer, Investigation of Student Learning in Thermodynamics and Implications for Instruction in Chemistry and Engineering, 2006 PERC Proceedings [Syracuse, NY, July 26-27, 2006], edited by L. McCullough, L. Hsu, and P. Heron [AIP Conf. Proc. 883, 38-41 (2007)], doi:10.1063/1.2508686.

Helping Students Learn Quantum Mechanics for Quantum Computing
Chandralekha Singh
AIP Conf. Proc. 883, pp. 42-45, doi:10.1063/1.2508687
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Quantum information science and technology is a rapidly growing interdisciplinary field drawing researchers from science and engineering fields. Traditional instruction in quantum mechanics is insufficient to prepare students for research in quantum computing because there is a lack of emphasis in the current curriculum on quantum formalism and dynamics. We are investigating the difficulties students have with quantum mechanics and are developing and evaluating quantum interactive learning tutorials (QuILTs) to reduce the difficulties. Our investigation includes interviews with individual students and the development and administration of free-response and multiple-choice tests. We discuss the implications of our research and development project on helping students learn quantum mechanics relevant for quantum computing.

C. Singh, Helping Students Learn Quantum Mechanics for Quantum Computing, 2006 PERC Proceedings [Syracuse, NY, July 26-27, 2006], edited by L. McCullough, L. Hsu, and P. Heron [AIP Conf. Proc. 883, 42-45 (2007)], doi:10.1063/1.2508687.

Enabling Informed Adaptation of Reformed Instructional Materials
Rachel E. Scherr and Andrew Elby
AIP Conf. Proc. 883, pp. 46-49, doi:10.1063/1.2508688
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Instructors inevitably need to adapt even the best reform materials to suit their local circumstances. We offer a package of research-based, open-source, epistemologically-focused mechanics tutorials, along with the detailed information instructors need to make effective modifications and offer professional development to teaching assistants. In particular, our tutorials are hyperlinked to instructor's guides that include the rationale behind the various questions, advice from experienced instructors, and video clips of students working on the materials. Our materials thus facilitate their own implementation and develop instructor expertise with PER-based instructional materials.

R. E. Scherr and A. Elby, Enabling Informed Adaptation of Reformed Instructional Materials, 2006 PERC Proceedings [Syracuse, NY, July 26-27, 2006], edited by L. McCullough, L. Hsu, and P. Heron [AIP Conf. Proc. 883, 46-49 (2007)], doi:10.1063/1.2508688.

PEER REVIEWED MANUSCRIPTS (36)

First Author Index

Perkins · Demaree · Cummings · Gire · Ashcraft · Harlow · Mamolo · Etkina · Sayre · Stephens · Karelina · Podolefsky · Marx · Etkina · Pollock · De Leone · Henderson · Keller · Price · Rebello · Bonham · Walker · Harper · Kohl · Rosengrant · Torigoe · Bucy · Horner · Lee · Williams · Traxler · Meltzer · Isvan · Singh · Aryal · Kalita

Peer-reviewed Papers

Chemistry vs. Physics: A Comparison of How Biology Majors View Each Discipline
Katherine K. Perkins, Jack Barbera, Wendy K. Adams, and Carl E. Wieman
AIP Conf. Proc. 883, pp. 53-56, doi:10.1063/1.2508689
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Writing in an Introductory Physics Lab: Correlating English Quality with Physics Content
Dedra Demaree, Cat Gubernatis, Jessica Hanzlik, Scott V. Franklin, Lisa Hermsen, and Gordon J. Aubrecht, II
AIP Conf. Proc. 883, pp. 57-60, doi:10.1063/1.2508690
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

The Effectiveness of Incorporating Conceptual Writing Assignments into Physics Instruction
Karen Cummings and Michael Murphy
AIP Conf. Proc. 883, pp. 61-64, doi:10.1063/1.2508691
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Characterizing the Epistemological Development of Physics Majors
Elizabeth Gire, Edward Price, and Barbara Jones
AIP Conf. Proc. 883, pp. 65-68, doi:10.1063/1.2508692
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Modeling Aspects of Nature of Science to Preservice Elementary Teachers
Paul Ashcraft
AIP Conf. Proc. 883, pp. 69-72, doi:10.1063/1.2508693
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Beyond Concepts: Transfer from Inquiry-Based Physics to Elementary Classrooms
Danielle Harlow and Valerie K. Otero
AIP Conf. Proc. 883, pp. 73-76, doi:10.1063/1.2508694
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Learning and Dynamic Transfer Using the 'Constructing Physics Understanding' (CPU) Curriculum: A Case Study
Charles B. Mamolo and N. Sanjay Rebello
AIP Conf. Proc. 883, pp. 77-80, doi:10.1063/1.2508695
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Studying Transfer Of Scientific Reasoning Abilities
Eugenia Etkina, Anna Karelina, and Maria Ruibal Villasenor
AIP Conf. Proc. 883, pp. 81-84, doi:10.1063/1.2508696
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Resource Plasticity: Detailing a Common Chain of Reasoning with Damped Harmonic Motion
Eleanor C. Sayre, Michael C. Wittmann, and John E. Donovan
AIP Conf. Proc. 883, pp. 85-88, doi:10.1063/1.2508697
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Depictive Gestures as Evidence for Dynamic Mental Imagery in Four Types of Student Reasoning
A. Lynn Stephens and John J. Clement
AIP Conf. Proc. 883, pp. 89-92, doi:10.1063/1.2508698
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

When and How Do Students Engage in Sense-Making in a Physics Lab
Anna Karelina and Eugenia Etkina
AIP Conf. Proc. 883, pp. 93-96, doi:10.1063/1.2508699
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Reframing Analogy: Framing as a mechanism of analogy use
Noah S. Podolefsky and Noah D. Finkelstein
AIP Conf. Proc. 883, pp. 97-100, doi:10.1063/1.2508700
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

What Factors Really Influence Shifts in Students' Attitudes and Expectations in an Introductory Physics Course?
Jeffrey Marx and Karen Cummings
AIP Conf. Proc. 883, pp. 101-104, doi:10.1063/1.2508701
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Reformed Physics Instruction Through the Eyes of Students
Eugenia Etkina and Maria Ruibal Villasenor
AIP Conf. Proc. 883, pp. 105-108, doi:10.1063/1.2508702
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Sustaining Change: Instructor Effects in Transformed Large Lecture Courses
Steven J. Pollock and Noah D. Finkelstein
AIP Conf. Proc. 883, pp. 109-112, doi:10.1063/1.2508704
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Adaptation and Implementation of a Radically Reformed Introductory Physics Course for Biological Science Majors: Assessing Success and Prospects for Future Implementation
Charles De Leone, Catherine M. Ishikawa, and Robin Marion
AIP Conf. Proc. 883, pp. 113-116, doi:10.1063/1.2508705
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Diffusion of Educational Innovations via Co-Teaching
Charles R. Henderson, Andrea Beach, and Michael Famiano
AIP Conf. Proc. 883, pp. 117 - 120, doi:10.1063/1.2508706
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Assessing the Effectiveness of a Computer Simulation in Introductory Undergraduate Environments
C. J. Keller, Noah D. Finkelstein, Katherine K. Perkins, and Steven J. Pollock
AIP Conf. Proc. 883, pp. 121-124, doi:10.1063/1.2508707
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Characterization of Instructor and Student Use of Ubiquitous Presenter, a Presentation System Enabling Spontaneity and Digital Archiving
Edward Price, Roshni Malani, and Beth Simon
AIP Conf. Proc. 883, pp. 125-128, doi:10.1063/1.2508708
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Impact of a Classroom Interaction System on Student Learning
N. Sanjay Rebello, Dean A. Zollman, and Joseph Beuckman
AIP Conf. Proc. 883, pp. 129-132, doi:10.1063/1.2508709
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Reliability, Compliance and Security of Web-based Pre/Post-testing
Scott W. Bonham
AIP Conf. Proc. 883, pp. 133-136, doi:10.1063/1.2508710
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Investigation and Evaluation of a Physics Tutorial Center
Kristin Walker and Melissa H. Dancy
AIP Conf. Proc. 883, pp. 137-140, doi:10.1063/1.2508711
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Cultivating Problem Solving Skills via a New Problem Categorization Scheme
Kathleen A. Harper, Richard Freuler, and John Demel
AIP Conf. Proc. 883, pp. 141-144, doi:10.1063/1.2508712
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Comparing Explicit and Implicit Teaching of Multiple Representation Use in Physics Problem Solving
Patrick B. Kohl , David Rosengrant, and Noah D. Finkelstein
AIP Conf. Proc. 883, pp. 145-148, doi:10.1063/1.2508713
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

An Overview of Recent Research on Multiple Representations
David Rosengrant, Eugenia Etkina, and Alan Van Heuvelen
AIP Conf. Proc. 883, pp. 149-152, doi:10.1063/1.2508714
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Same to Us, Different to Them: Numeric Computation versus Symbolic Representation
Eugene Torigoe and Gary Gladding
AIP Conf. Proc. 883, pp. 153-156, doi:10.1063/1.2508715
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Student (Mis)application of Partial Differentiation to Material Properties
Brandon Bucy, John R. Thompson, and Donald B. Mountcastle
AIP Conf. Proc. 883, pp. 157-160, doi:10.1063/1.2508716
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Comparison of Teaching Methods for Energy Conservation
M. L. Horner, Monwhea Jeng, and Rebecca S. Lindell
AIP Conf. Proc. 883, pp. 161-164, doi:10.1063/1.2508717
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Addressing Students' Difficulties in Understanding Two Different Expressions of Gravitational Potential Energy (I): mgh & -GMm/r
Gyoungho Lee and Jinseog Yi
AIP Conf. Proc. 883, pp. 165-168, doi:10.1063/1.2508718
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Strategy Levels for Guiding Discussion to Promote Explanatory Model Construction in Circuit Electricity
E. Grant Williams and John J. Clement
AIP Conf. Proc. 883, pp. 169-172, doi:10.1063/1.2508719
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Students' Use of Symmetry with Gauss's Law
Adrienne L. Traxler, Katrina E. Black, and John R. Thompson
AIP Conf. Proc. 883, pp. 173-176, doi:10.1063/1.2508720
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Analysis Of Shifts In Students' Reasoning Regarding Electric Field And Potential Concepts
David E. Meltzer
AIP Conf. Proc. 883, pp. 177-180, doi:10.1063/1.2508721
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Improving Student Understanding of Coulomb's Law and Gauss's Law
Zeynep Isvan and Chandralekha Singh
AIP Conf. Proc. 883, pp. 181-184, doi:10.1063/1.2508722
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Student Difficulties with Quantum Mechanics Formalism
Chandralekha Singh
AIP Conf. Proc. 883, pp. 185-188, doi:10.1063/1.2508723
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Use of Physical Models to Facilitate Transfer of Physics Learning to Understand Positron Emission Tomography
Bijaya Aryal, Dean A. Zollman, and N. Sanjay Rebello
AIP Conf. Proc. 883, pp. 189-192, doi:10.1063/1.2508724
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation

Investigating Students' Ideas About X-rays While Developing Teaching Materials for a Medical Physics Course
Spartak Kalita and Dean A. Zollman
AIP Conf. Proc. 883, pp. 193-196, doi:10.1063/1.2508725
Full Text: Download Preprint - PER-Central Record - AIP Record
Show Abstract - Show Citation