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2013 PERC Proceedings

Conference Information

Dates: July 17-18, 2013
Location: Portland, OR
Theme: From Fearing Physics to Having Fun with Physics: Exploring the Affective Domain of Physics Learning from Multiple Perspectives

Proceedings Information

Editors: Paula V. Engelhardt, Alice D. Churukian, and Dyan L. Jones
Published: February 1, 2014
Info: Single book; 394 pages; 8.5 X 11 inches, double column
ISBN: 978-1-931024-22-8
ISSN (Print): 1539-9028
ISSN (Online): 2377-2379

The theme of the 2013 PER conference was “From Fearing Physics to Having Fun with Physics: Exploring the Affective Domain of Physics Learning from Multiple Perspectives.” This conference highlighted research across physics, cognitive science and mathematics education that demonstrated the role of affect in science education. The conference brought together roughly 276 participants who participated in talks, poster sessions, workshops, and round table discussions. In addition to the papers by presenters in the invited sessions, many contributed papers in this volume also address this year’s theme. The remainder of the papers represent the diversity of directions within PER and help this volume fulfill its purpose of 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 (84)
Back Matter

INVITED MANUSCRIPTS (10)

First Author Index

Hazari · Beilock · Grimes · Gupta · Manogue · Maries · Mason · Rebello · Roundy · Singh

Invited Papers

Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development
Zahra Hazari, Robynne M. Lock, Cheryl A. P. Cass, and Carrie Beattie
2013 Physics Education Research Conference Proceedings, pp. 9-12, doi:10.1119/perc.2013.inv.001
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Many students are disempowered in physics classes finding them to be more difficult, unpleasant, narrow, and masculine when compared to other subjects. Such disempowerment can lead students to limit their engagement. This study explores how physics teachers can help students engage with the material and develop their physics identities by obscuring traditional classroom hierarchies. Employing a positionality lens on case studies of four high school physics teachers, we coded teachers’ behavioral cues that contributed to the relational structure in the classroom. Our findings suggest that teachers’ physical cues (space and hierarchical stance occupied), structural cues (dynamic nature of the classroom allowing alternating roles), contextual cues (including students’ thoughts and experiences), and social cues (obscuring traditional boundaries between teacher and student) affect the social distance between the teacher, students, and content. This social distance can moderate students’ level of engagement and ultimately their physics identity development.

Z. Hazari, R. M. Lock, C. A. P. Cass, and C. Beattie, Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development, 2013 PERC Proceedings [Portland, OR, July 17-18, 2013], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones, doi:10.1119/perc.2013.inv.001.

From Cognitive Science to Physics Education and Back
Sian L. Beilock and Susan M. Fischer
2013 Physics Education Research Conference Proceedings, pp. 15-18, doi:10.1119/perc.2013.inv.002
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Principles of learning and performance derived from research in cognitive science can inform how physics is taught and how learning is assessed. At the same time, common practices in physics education can be used to develop better cognitive principles of student learning and understanding. This paper has two main themes. First, we discuss how we can use psychology and neuroscience research regarding how academic anxiety alters thinking and reasoning to help students perform at their best – especially on important tests. Second, we explore how basic principles of learning can be used to develop optimal labs in physics education settings. Finally, we end by discussing how, together, PER and cognitive science can be used to help students perform at their best when it matters most.

S. L. Beilock and S. M. Fischer, From Cognitive Science to Physics Education and Back, 2013 PERC Proceedings [Portland, OR, July 17-18, 2013], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones, doi:10.1119/perc.2013.inv.002.

The Effects of Student Input on Homework Completion and Student Performance
Alisa Grimes and Valerie K. Otero
2013 Physics Education Research Conference Proceedings, pp. 19-22, doi:10.1119/perc.2013.inv.003
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Research has shown that student input and autonomy are positively correlated to motivation and agency. This study investigates the effect of student input on classroom procedures on homework completion rate. Two different classroom treatments were applied to two classes over the same term in an urban high school chemistry course. The first treatment involved eliciting student ideas regarding classroom structures surrounding homework that theoretically would lead to a greater homework completion rate. The second treatment (or control) involved the traditional, authoritative structures that had been in place—student ideas were not elicited about homework and therefore the teacher decided all structures and routines regarding homework. Our results suggest that structures derived with student input led to greater homework completion rates and to higher performances on the district assessment over the teacher decided homework condition. These results and their implications are discussed.

A. Grimes and V. K. Otero, The Effects of Student Input on Homework Completion and Student Performance, 2013 PERC Proceedings [Portland, OR, July 17-18, 2013], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones, doi:10.1119/perc.2013.inv.003.

Integrating emotions into fine-grained accounts of students' reasoning
Ayush Gupta
2013 Physics Education Research Conference Proceedings, pp. 23-26, doi:10.1119/perc.2013.inv.004
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Many prominent lines of research on students’ reasoning and conceptual change within learning sciences and physics education research have not attended to the role of learners' affect or emotions in the dynamics of their conceptual reasoning. This is despite evidence that emotions are deeply integrated with cognition and documented associations between emotions and academic performance. I present the case for research aimed at integrating emotions with models of learners' cognition. I present a case-study to argue that, in physics learning environments, learners' emotions can be intertwined with the unfolding conceptual and epistemological reasoning at fine time-scales. This case-study draws on video-taped interactions of a small group of students working on a physics tutorial. The analysis of the conceptual and epistemological substance of students’ talk and the associated emotions draws on a combination of methodologies from knowledge analysis, interaction analysis, and conversation analysis traditions. I end with implications for research and instruction.

A. Gupta, Integrating emotions into fine-grained accounts of students' reasoning, 2013 PERC Proceedings [Portland, OR, July 17-18, 2013], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones, doi:10.1119/perc.2013.inv.004.

Tangible Metaphors
Corinne A. Manogue, Elizabeth Gire, and David J. Roundy
2013 Physics Education Research Conference Proceedings, pp. 27-30, doi:10.1119/perc.2013.inv.005
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Upper-division physics requires students to use abstract mathematical objects to model measurable properties of physical entities. We have developed activities that engage students in using their own bodies or simple home-built apparatus as metaphors for novel (to the students) types of mathematical objects. These tangible metaphors are chosen to be rich, robust, and flexible so that students can explore several properties of the mathematical objects over an extended period of time. The collaborative nature of the activities and inherent silliness of “dancing” out the behavior of currents or spin ½ states certainly increases the fun in the classroom and may also decrease students' fear of learning about these mathematical objects. We include examples from the electromagnetism, quantum mechanics, and thermodynamics content in the Paradigms in Physics program at Oregon State University.

C. A. Manogue, E. Gire, and D. J. Roundy, Tangible Metaphors, 2013 PERC Proceedings [Portland, OR, July 17-18, 2013], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones, doi:10.1119/perc.2013.inv.005.

A good diagram is valuable despite the choice of a mathematical approach to problem solving
Alexandru Maries and Chandralekha Singh
2013 Physics Education Research Conference Proceedings, pp. 31-34, doi:10.1119/perc.2013.inv.006
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Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving the problem. A major focus while helping introductory physics students learn problem solving is to help them appreciate that drawing diagrams facilitates problem solution. We conducted an investigation in which 118 students in an algebra-based introductory physics course were subjected to two different interventions during the problem solving in recitation quizzes throughout the semester. Here, we discuss the problem solving performance of students in different intervention groups for two problems involving standing waves in tubes, one which was given in a quiz and the other in a midterm exam. These problems can be solved using two different methods, one involving a diagrammatic representation and the other involving mostly mathematical manipulation of equations. In the quiz, students were either (1) asked to solve the problem in which a partial diagram was provided or (2) explicitly asked to draw a diagram. A comparison group was not given any instruction regarding diagrams. Students in group (1), who were given the partial diagram, could not use that partial diagram by itself to solve the problem. The partial diagram was simply intended as a hint for students to complete the diagram and follow the diagrammatic approach. However, we find an opposite effect, namely, that students given this diagram were less likely to draw productive diagrams and performed worse than students in the other groups. Moreover, we find that students who drew a productive diagram performed better than those who did not draw a productive diagram even if they primarily used a mathematical approach. Interviews with individual students who were asked to solve the problem provided further insight.

A. Maries and C. Singh, A good diagram is valuable despite the choice of a mathematical approach to problem solving, 2013 PERC Proceedings [Portland, OR, July 17-18, 2013], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones, doi:10.1119/perc.2013.inv.006.

Categorization of Mechanics Problems by Students in Large Introductory Physics Courses: A Comparison with the Chi, Feltovich, and Glaser Study
Andrew J. Mason and Chandralekha Singh
2013 Physics Education Research Conference Proceedings, pp. 35-38, doi:10.1119/perc.2013.inv.007
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With inspiration from the classic study by Chi, Feltovich, and Glaser, we asked introductory physics students in three introductory physics classes to categorize mechanics problems based upon similarity of solutions. To evaluate the effect of problem context on students’ ability to categorize, two sets of problems were developed for categorization. Some problems in one of the problem sets that students were asked to categorize included those available from the prior study by Chi et al. Our findings, which contrast from those of Chi et al., suggest that there is a much wider distribution of expertise among introductory students.

A. J. Mason and C. Singh, Categorization of Mechanics Problems by Students in Large Introductory Physics Courses: A Comparison with the Chi, Feltovich, and Glaser Study, 2013 PERC Proceedings [Portland, OR, July 17-18, 2013], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones, doi:10.1119/perc.2013.inv.007.

Problem Solving and Motivation – Getting our Students in Flow
N. Sanjay Rebello and Dean A. Zollman
2013 Physics Education Research Conference Proceedings, pp. 39-41, doi:10.1119/perc.2013.inv.008
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Csíkszentmihályi proposed the psychological concept of flow as signifying a state of complete involvement and enjoyment in an activity. When learners are in flow they are motivated, engaged, and completely focused on the task at hand, resulting in effortful learning. In this paper we explore the connections between the concept of flow and our model of transfer of learning as applied to problem solving. Our model of transfer purports two cognitive mechanisms – horizontal and vertical – that learners use to construct knowledge. Further, it proposes that carefully designed sequences of horizontal and vertical learning which provide scaffolding within a learner’s zone of proximal development can facilitate learners to navigate an optimal adaptability corridor and foster progress toward adaptive expertise as characterized by Bransford & Schwartz. By exploring the connections between flow and our model of transfer, we hope to gain insights into what can motivate learners to become better problem solvers.

N. S. Rebello and D. A. Zollman, Problem Solving and Motivation – Getting our Students in Flow, 2013 PERC Proceedings [Portland, OR, July 17-18, 2013], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones, doi:10.1119/perc.2013.inv.008.

From Fear To Fun In Thermodynamics
David J. Roundy, Ayush Gupta, Joseph F. Wagner, Tevian Dray, Mary Bridget Kustusch, and Corinne A. Manogue
2013 Physics Education Research Conference Proceedings, pp. 42-45, doi:10.1119/perc.2013.inv.009
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The complexity of thermodynamics challenges many students as well as faculty. Understanding what a partial derivative represents may be key to reducing the anxiety associated with this topic. In this session, participants engaged with a sequence of activities designed to elucidate the mathematics of thermodynamics through multiple representations of partial derivatives. Activities include: experiments that provide exemplars of measuring thermodynamic quantities involving partial derivatives, thought experiments where students design ways to measure particular partial derivatives representing thermodynamic quantities, a mechanical analogue that physically represents changes that hold specific quantities fixed, and an algebraic formulation of a partial derivative chain rule. Our discussants, Ayush Gupta and Joseph Wagner, each comment on how their different research perspectives can contribute to and are necessary for a holistic understanding of what happens during this kind of curricular sequence.

D. J. Roundy, A. Gupta, J. F. Wagner, T. Dray, M. B. Kustusch, and C. A. Manogue, From Fear To Fun In Thermodynamics, 2013 PERC Proceedings [Portland, OR, July 17-18, 2013], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones, doi:10.1119/perc.2013.inv.009.

Analogous Patterns of Student Reasoning Difficulties in Introductory Physics and Upper- Level Quantum Mechanics
Chandralekha Singh and Emily Marshman
2013 Physics Education Research Conference Proceedings, pp. 46-49, doi:10.1119/perc.2013.inv.010
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Very little is known about how the nature of expertise in introductory and advanced courses compares in knowledge-rich domains such as physics. We develop a framework to compare the similarities and differences between learning and patterns of student difficulties in introductory physics and quantum mechanics. Based upon our framework, we argue that the qualitative patterns of student reasoning difficulties in introductory physics bear a striking resemblance to those found for upper-level quantum mechanics. The framework can guide the design of teaching and learning tools.

C. Singh and E. Marshman, Analogous Patterns of Student Reasoning Difficulties in Introductory Physics and Upper- Level Quantum Mechanics, 2013 PERC Proceedings [Portland, OR, July 17-18, 2013], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones, doi:10.1119/perc.2013.inv.010.

PEER REVIEWED MANUSCRIPTS (84)

First Author Index

Aiken · Alvarado · Baily · Barniol · Belleau · Bogdan · Brookes · Caballero · Chini · Close · Cochran · Coletta · Crouch · Daane · Dancy · Day · DeVore · Ding · Dreyfus · Dwyer · Emigh · Fabby · Frank · Franklin · Gaffney · Geller · Grabow · Haddard · Hardy · Harris · Hazelton · Hinrichs · Holmes · Hu · Ishimoto · Jones · Khatri · Kohnle · Kuo · Lindgren · Lindow · Lovegren · Loverude · Lung · Macdonald · Mahadeo · Marshman · McCaskey · Mikula · Misaiko · Nicholson-Dykstra · Niederriter · Passante · Phillips · Podolefsky · Potvin · Price · Rayyan · Rebello · Richards · Rouinfar · Ryan · Samuels · Sadaghiani · Scherr · Schiber · Scott · Seaton · Seeley · Sherer · Singh · Suarez · Von Korff · Wagner · White · Wilcox · Wulf · Meredith · Zavala · Zwickl · Zwolak

Peer-reviewed Papers

The Initial State of Students Taking an Introductory Physics MOOC
John M. Aiken, Shih-Yin Lin, Scott S. Douglas, Edwin F. Greco, Brian D. Thoms, Michael F. Schatz, and Marcos D. Caballero
2013 Physics Education Research Conference Proceedings, pp. 53-56, doi:10.1119/perc.2013.pr.001
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Responsiveness Among Peers Leads to Productive Disciplinary Engagement
Carolina Alvarado, Abigail R. Daane, Rachel E. Scherr, and Genaro Zavala
2013 Physics Education Research Conference Proceedings, pp. 57-60, doi:10.1119/perc.2013.pr.002
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Developing Tutorials for Advanced Physics Students: Processes and Lessons Learned
Charles Baily, Michael Dubson, and Steven J. Pollock
2013 Physics Education Research Conference Proceedings, pp. 61-64, doi:10.1119/perc.2013.pr.003
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Testing Students’ Understanding of Vector Concepts
Pablo Barniol and Genaro Zavala
2013 Physics Education Research Conference Proceedings, pp. 65-68, doi:10.1119/perc.2013.pr.004
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Scientific Practices: Equalizing Opportunities for Linguistically Diverse Student Groups
Shelly N. Belleau and Valerie K. Otero
2013 Physics Education Research Conference Proceedings, pp. 69-72, doi:10.1119/perc.2013.pr.005
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Effects of Belief Bias on Student Reasoning from Data Tables
Abigail M. Bogdan and Andrew F. Heckler
2013 Physics Education Research Conference Proceedings, pp. 73-76, doi:10.1119/perc.2013.pr.006
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Characterizing Student Participation in an ISLE Physics Class
David T. Brookes, Binod Nainabasti, and Yuehai Yang
2013 Physics Education Research Conference Proceedings, pp. 77-80, doi:10.1119/perc.2013.pr.007
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Assessing Student Learning in Middle-Division Classical Mechanics/Math Methods
Marcos D. Caballero and Steven J. Pollock
2013 Physics Education Research Conference Proceedings, pp. 81-84, doi:10.1119/perc.2013.pr.008
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Expectancy Violation in Traditional and Studio-mode Introductory Physics Courses
Jacquelyn J. Chini, Jon D. H. Gaffney, and Ahlam Al-Rawi
2013 Physics Education Research Conference Proceedings, pp. 85-88, doi:10.1119/perc.2013.pr.009
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Learning Assistants' Development of Physics (Teacher) Identity
Eleanor W. Close, Jessica Conn, and Hunter G. Close
2013 Physics Education Research Conference Proceedings, pp. 89-92, doi:10.1119/perc.2013.pr.010
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Students' dynamic geometric reasoning about quantum spin-1/2 states
Hunter G. Close, Catherine C. Schiber, Eleanor W. Close, and David Donnelly
2013 Physics Education Research Conference Proceedings, pp. 93-96, doi:10.1119/perc.2013.pr.011
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Physics Learning Assistants’ Views on Expert Teaching: Toward an Understanding of PCK
Geraldine L. Cochran, Leanne Wells, and David T. Brookes
2013 Physics Education Research Conference Proceedings, pp. 97-100, doi:10.1119/perc.2013.pr.012
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Reducing the FCI Gender Gap
Vincent P. Coletta
2013 Physics Education Research Conference Proceedings, pp. 101-104, doi:10.1119/perc.2013.pr.013
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Initial Interest, Goals, and Changes in CLASS Scores in Introductory Physics for Life Sciences
Catherine H. Crouch, Panchompoo Wisittanawat, and K. Ann Renninger
2013 Physics Education Research Conference Proceedings, pp. 105-108, doi:10.1119/perc.2013.pr.014
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Learner Understanding of Energy Degradation
Abigail R. Daane, Stamatis Vokos, and Rachel E. Scherr
2013 Physics Education Research Conference Proceedings, pp. 109-112, doi:10.1119/perc.2013.pr.015
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Understanding Educational Transformation: Findings from a Survey of Past Participants of the Physics and Astronomy New Faculty Workshop
Melissa H. Dancy, Charles R. Henderson, and Julian H. Smith
2013 Physics Education Research Conference Proceedings, pp. 113-116, doi:10.1119/perc.2013.pr.016
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Finding Evidence of Transfer with Invention Activities: Teaching the Concept of Weighted Average
James Day, Natasha G. Holmes, Ido Roll, and Doug A. Bonn
2013 Physics Education Research Conference Proceedings, pp. 117-120, doi:10.1119/perc.2013.pr.017
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Improving Students' Understanding of Lock-In Amplifiers
Seth DeVore, Alexandre Gauthier, Jeremy Levy, and Chandralekha Singh
2013 Physics Education Research Conference Proceedings, pp. 121-124, doi:10.1119/perc.2013.pr.018
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Detecting Progression of Scientific Reasoning among University Science and Engineering Students
Lin Ding
2013 Physics Education Research Conference Proceedings, pp. 125-128, doi:10.1119/perc.2013.pr.019
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Negative Energy: Why Interdisciplinary Physics Requires Multiple Ontologies
Benjamin W. Dreyfus, Benjamin D. Geller, Julia Gouvea, Vashti Sawtelle, Chandra Turpen, and Edward F. Redish
2013 Physics Education Research Conference Proceedings, pp. 129-132, doi:10.1119/perc.2013.pr.020
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Computational Thinking for Physics: Programming Models of Physics Phenomenon in Elementary School
Hilary A. Dwyer, Bryce Boe, Charlotte Hill, Diana Franklin, and Danielle Harlow
2013 Physics Education Research Conference Proceedings, pp. 133-136, doi:10.1119/perc.2013.pr.021
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Student Understanding of Blackbody Radiation and Its Application to Everyday Objects
Paul J. Emigh, Gina Passante, and Peter S. Shaffer
2013 Physics Education Research Conference Proceedings, pp. 137-140, doi:10.1119/perc.2013.pr.022
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Relationship of Scientific Reasoning to Solving Different Physics Problem Types
Carol Fabby and Kathleen M. Koenig
2013 Physics Education Research Conference Proceedings, pp. 141-144, doi:10.1119/perc.2013.pr.023
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Adapting Transformative Experience Surveys to Undergraduate Physics
Brian W. Frank and Leslie J. Atkins
2013 Physics Education Research Conference Proceedings, pp. 145-148, doi:10.1119/perc.2013.pr.024
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Faculty Discourse in the Classroom: Meaning in Mathematical Moves
Scott V. Franklin and Jonathan Lindine
2013 Physics Education Research Conference Proceedings, pp. 149-152, doi:10.1119/perc.2013.pr.025
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Using Expectancy Violation To Investigate Student Dissatisfaction In Studio Physics
Jon D. H. Gaffney, Amy L. Housley Gaffney, and Jacquelyn J. Chini
2013 Physics Education Research Conference Proceedings, pp. 153-156, doi:10.1119/perc.2013.pr.026
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"Like Dissolves Like": Unpacking Student Reasoning About Thermodynamic Heuristics
Benjamin D. Geller, Benjamin W. Dreyfus, Julia Gouvea, Vashti Sawtelle, Chandra Turpen, and Edward F. Redish
2013 Physics Education Research Conference Proceedings, pp. 157-160, doi:10.1119/perc.2013.pr.027
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Extreme Learning Assistants: Students' Perceptions of Their Undergraduate Laboratory Instructors
Aaron J. Grabow, Ian D. Beatty, and William J. Gerace
2013 Physics Education Research Conference Proceedings, pp. 161-164, doi:10.1119/perc.2013.pr.028
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Exploring Instructor Knowledge of Student Ideas with the Force Concept Inventory
Robert A. Haddard and Brian W. Frank
2013 Physics Education Research Conference Proceedings, pp. 165-168, doi:10.1119/perc.2013.pr.029
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Students as Co-creators: the Development of Student Learning Networks in PeerWise
Judy Hardy, Alison E. Kay, and Ross K. Galloway
2013 Physics Education Research Conference Proceedings, pp. 169-172, doi:10.1119/perc.2013.pr.030
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Extreme Learning Assistants: The Impact of an Authentic Teaching Experience on Undergraduate Physics Majors
Lauren A. Harris, Ian D. Beatty, and William J. Gerace
2013 Physics Education Research Conference Proceedings, pp. 173-176, doi:10.1119/perc.2013.pr.031
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Assessing the impact of a computer simulation in conjunction with Tutorials in Introductory Physics on conceptual understanding
Ryan L. C. Hazelton, Peter S. Shaffer, and Paula R. L. Heron
2013 Physics Education Research Conference Proceedings, pp. 177-180, doi:10.1119/perc.2013.pr.032
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Sharp Initial Disagreements Then Consensus in a Student Led Whole-Class Discussion
Brant E. Hinrichs
2013 Physics Education Research Conference Proceedings, pp. 181-184, doi:10.1119/perc.2013.pr.033
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Doing Science or Doing a Lab? Engaging Students with Scientific Reasoning during Physics Lab Experiments
Natasha G. Holmes and Doug A. Bonn
2013 Physics Education Research Conference Proceedings, pp. 185-188, doi:10.1119/perc.2013.pr.034
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Assessing Transfer of Learning in Problem Solving from the Perspective of Preparation for Future Learning
Dehui Hu, Joshua S. Von Korff, and N. Sanjay Rebello
2013 Physics Education Research Conference Proceedings, pp. 189-192, doi:10.1119/perc.2013.pr.035
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Evaluation of the Translated Version of the FMCE
Michi Ishimoto
2013 Physics Education Research Conference Proceedings, pp. 193-196, doi:10.1119/perc.2013.pr.036
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Resource Activation Patterns In Expert Problem Solving
Darrick C. Jones, Marina Malysheva, AJ Richards, Gorazd Planinšic, and Eugenia Etkina
2013 Physics Education Research Conference Proceedings, pp. 197-200, doi:10.1119/perc.2013.pr.037
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Students’ Views of Math and Physics Problems: Structure vs. Content
Dyan L. Jones
2013 Physics Education Research Conference Proceedings, pp. 201-204, doi:10.1119/perc.2013.pr.038
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Over One Hundred Million Simulations Delivered: A Case Study of the PhET Interactive Simulations
Raina Khatri, Charles R. Henderson, Renee Cole, and Jeffrey Froyd
2013 Physics Education Research Conference Proceedings, pp. 205-208, doi:10.1119/perc.2013.pr.039
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Optimization of Simulations and Activities for a New Introductory Quantum Mechanics Curriculum
Antje Kohnle, Charles Baily, Christopher Hooley, and Bruce Torrance
2013 Physics Education Research Conference Proceedings, pp. 209-212, doi:10.1119/perc.2013.pr.040
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Evaluation of a Tertiary Studio Physics Implementation in Abu Dhabi
H. Vincent Kuo, Patrick B. Kohl , Jan Beks, Kofi Agyeman, and Curtis C. Bradley
2013 Physics Education Research Conference Proceedings, pp. 213-116, doi:10.1119/perc.2013.pr.041
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MEteor: Developing Physics Concepts through Body-based Interaction with a Mixed Reality Simulation
Rob Lindgren, Michael Tscholl, and J. Michael Moshell
2013 Physics Education Research Conference Proceedings, pp. 217-220, doi:10.1119/perc.2013.pr.042
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Similar Density Questions with Very Different Results
Ashley Lindow, Elizabeth Carbone, and Doris J. Wagner
2013 Physics Education Research Conference Proceedings, pp. 221-224, doi:10.1119/perc.2013.pr.043
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Development of Novice Teachers' Views of Students Ideas as Sensible and Productive
Clarissa E. Lovegren and Amy D. Robertson
2013 Physics Education Research Conference Proceedings, pp. 225-228, doi:10.1119/perc.2013.pr.044
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"Surprisingly, there is an actual physical application…" Student understanding in Math Methods
Michael E. Loverude and Sissi L. Li
2013 Physics Education Research Conference Proceedings, pp. 229-232, doi:10.1119/perc.2013.pr.045
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Desired Career Outcomes Among College Students: Differences by Gender and Intended Career Field
Florin D. Lung, Geoff Potvin, Gerhard Sonnert, and Philip M. Sadler
2013 Physics Education Research Conference Proceedings, pp. 233-236, doi:10.1119/perc.2013.pr.046
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Development of a General Undergraduate Estimation Skills Survey (GUESS)
Andrew J. Macdonald, Sarah A. Burke, and Cynthia E. Heiner
2013 Physics Education Research Conference Proceedings, pp. 237-240, doi:10.1119/perc.2013.pr.047
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Epistemic Games Analysis of Common Exam Questions Across Course Formats
Jonathan V. Mahadeo, Adrienne L. Traxler, and Eric Brewe
2013 Physics Education Research Conference Proceedings, pp. 241-244, doi:10.1119/perc.2013.pr.048
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Investigating Student Difficulties with Time dependence of Expectation Values in Quantum Mechanics
Emily Marshman and Chandralekha Singh
2013 Physics Education Research Conference Proceedings, pp. 245-248, doi:10.1119/perc.2013.pr.049
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Understanding Student Preparation of Exam Note Sheets
Timothy L. McCaskey
2013 Physics Education Research Conference Proceedings, pp. 249-252, doi:10.1119/perc.2013.pr.050
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Student Difficulties with Trigonometric Vector Components Persist in Multiple Student Populations
Brendon D. Mikula and Andrew F. Heckler
2013 Physics Education Research Conference Proceedings, pp. 253-256, doi:10.1119/perc.2013.pr.051
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Connecting the Dots: Links between Kinetic Theory and Bernoulli's Principle
Katherine Misaiko and James Vesenka
2013 Physics Education Research Conference Proceedings, pp. 257-260, doi:10.1119/perc.2013.pr.052
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Teaching to Learn: iPads as Tools for Transforming Physics Student Roles
Susan Nicholson-Dykstra, Ben Van Dusen, and Valerie K. Otero
2013 Physics Education Research Conference Proceedings, pp. 261-264, doi:10.1119/perc.2013.pr.053
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Using Physics Lab Tours For Pre-College Students To Promote Scientific Identity
Robert D. Niederriter and Kathleen Hinko
2013 Physics Education Research Conference Proceedings, pp. 265-268, doi:10.1119/perc.2013.pr.054
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Investigating student understanding of basic quantum mechanics in the context of time-dependent perturbation theory
Gina Passante, Paul J. Emigh, and Peter S. Shaffer
2013 Physics Education Research Conference Proceedings, pp. 269-272, doi:10.1119/perc.2013.pr.055
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Examination of Students’ Self-monitoring in Problem Solving
Jeffery A. Phillips, Kevin A. Osorno, and Jared R. Fier
2013 Physics Education Research Conference Proceedings, pp. 273-276, doi:10.1119/perc.2013.pr.056
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Intentional Design for Empowerment
Noah S. Podolefsky
2013 Physics Education Research Conference Proceedings, pp. 277-280, doi:10.1119/perc.2013.pr.057
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The Development and Measurement of Identity across the Physical Sciences
Geoff Potvin and Zahra Hazari
2013 Physics Education Research Conference Proceedings, pp. 281-284, doi:10.1119/perc.2013.pr.058
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Development and Evaluation of a Large-Enrollment, Active-Learning Physics Curriculum
Edward Price, Fred Goldberg, Stephen J. Robinson, Danielle Harlow, Michael McKean, Steven Keene, and Kornel Czarnocki
2013 Physics Education Research Conference Proceedings, pp. 285-288, doi:10.1119/perc.2013.pr.059
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Participation and Performance in 8.02x Electricity and Magnetism: The First Physics MOOC from MITx
Saif Rayyan, Daniel T. Seaton, John Belcher, David E. Pritchard, and Isaac Chuang
2013 Physics Education Research Conference Proceedings, pp. 289-292, doi:10.1119/perc.2013.pr.060
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Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems
Carina M. Rebello, Lloyd H. Barrow, and N. Sanjay Rebello
2013 Physics Education Research Conference Proceedings, pp. 293-296, doi:10.1119/perc.2013.pr.061
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Assessing Pedagogical Content Knowledge of Future Elementary Teachers
N. Sanjay Rebello and Dean A. Zollman
2013 Physics Education Research Conference Proceedings, pp. 297-300, doi:10.1119/perc.2013.pr.062
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The Role of Affect in Sustaining Teachers' Attention and Responsiveness to Student Thinking
Jennifer Richards
2013 Physics Education Research Conference Proceedings, pp. 301-304, doi:10.1119/perc.2013.pr.063
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Can Visual Cues and Correctness Feedback Influence Students' Reasoning?
Amy Rouinfar, Elise Agra, Jeffrey Murray, Adam M. Larson, Lester C. Loschky, and N. Sanjay Rebello
2013 Physics Education Research Conference Proceedings, pp. 305-308, doi:10.1119/perc.2013.pr.064
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Designing a Useful Problem Solving Coach: Usage and Usability Studies
Qing X. Ryan, Evan Frodermann, Kenneth Heller, Leonardo Hsu, and Bijaya Aryal
2013 Physics Education Research Conference Proceedings, pp. 309-312, doi:10.1119/perc.2013.pr.065
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Cogenerative Physics Reform Through CMPLE
Natan Samuels, Eric Brewe, and Laird H. Kramer
2013 Physics Education Research Conference Proceedings, pp. 317-320, doi:10.1119/perc.2013.pr.067
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Constructing a Multiple-choice Assessment for Upper-division Quantum Physics from an Open-ended Tool
Homeyra R. Sadaghiani, John Miller, Steven J. Pollock, and Daniel A. Rehn
2013 Physics Education Research Conference Proceedings, pp. 319-322, doi:10.1119/perc.2013.pr.066
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Content Knowledge for Teaching Energy: An Example From Middle-School Physical Science
Rachel E. Scherr, Amy D. Robertson, Lane Seeley, and Stamatis Vokos
2013 Physics Education Research Conference Proceedings, pp. 321-324, doi:10.1119/perc.2013.pr.068
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Student use of a material anchor for quantum wave functions
Catherine C. Schiber, Hunter G. Close, Eleanor W. Close, and David Donnelly
2013 Physics Education Research Conference Proceedings, pp. 325-328, doi:10.1119/perc.2013.pr.069
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Interdisciplinary Thinking and Physics Identity
Tyler D. Scott, Zahra Hazari, and Geoff Potvin
2013 Physics Education Research Conference Proceedings, pp. 329-332, doi:10.1119/perc.2013.pr.070
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The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses
Daniel T. Seaton, Yoav Bergner, Gerd Kortemeyer, Saif Rayyan, Isaac Chuang, and David E. Pritchard
2013 Physics Education Research Conference Proceedings, pp. 333-336, doi:10.1119/perc.2013.pr.071
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Assessing for shifts in learner's energy reasoning strategies
Lane Seeley
2013 Physics Education Research Conference Proceedings, pp. 337-340, doi:10.1119/perc.2013.pr.072
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The Partial Derivative Machine
Grant Sherer, Mary Bridget Kustusch, Corinne A. Manogue, and David J. Roundy
2013 Physics Education Research Conference Proceedings, pp. 341-344, doi:10.1119/perc.2013.pr.073
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Investigating Student Difficulties with Dirac Notation
Chandralekha Singh and Emily Marshman
2013 Physics Education Research Conference Proceedings, pp. 345-348, doi:10.1119/perc.2013.pr.074
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Physics as a Mechanism for Including ELLs in Classroom Discourse
Enrique Suarez and Valerie K. Otero
2013 Physics Education Research Conference Proceedings, pp. 349-352, doi:10.1119/perc.2013.pr.075
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Student Epistemology About Mathematical Integration In A Physics Context: A Case Study
Joshua S. Von Korff, Andrew Elby, Dehui Hu, and N. Sanjay Rebello
2013 Physics Education Research Conference Proceedings, pp. 353-356, doi:10.1119/perc.2013.pr.076
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Exploring Student Difficulties with Buoyancy
Doris J. Wagner, Elizabeth Carbone, and Ashley Lindow
2013 Physics Education Research Conference Proceedings, pp. 357-360, doi:10.1119/perc.2013.pr.077
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Effects of Training Examples on Student Understanding of Force and Motion
Daniel R. White and Andrew F. Heckler
2013 Physics Education Research Conference Proceedings, pp. 361-364, doi:10.1119/perc.2013.pr.078
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Multiple-choice Assessment for Upper-division Electricity and Magnetism
Bethany R. Wilcox and Steven J. Pollock
2013 Physics Education Research Conference Proceedings, pp. 365-368, doi:10.1119/perc.2013.pr.079
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Comparing Mechanistic Reasoning in Open and Guided Inquiry Physics Activities
Rosemary Wulf, Kathleen Hinko, and Noah D. Finkelstein
2013 Physics Education Research Conference Proceedings, pp. 369-372, doi:10.1119/perc.2013.pr.080
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Teaching Fluids to IPLS Students from a Microscopic Viewpoint
Dawn C. Meredith and Daniel E. Young
2013 Physics Education Research Conference Proceedings, pp. 373-376, doi:10.1119/perc.2013.pr.081
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A Detailed Analysis of Isomorphic Problems: The Case of Vector Problems
Genaro Zavala and Pablo Barniol
2013 Physics Education Research Conference Proceedings, pp. 377-380, doi:10.1119/perc.2013.pr.082
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Development and results from a survey on students’ views of experiments in lab classes and research
Benjamin M. Zwickl, Takako Hirokawa, Noah D. Finkelstein, and H. J. Lewandowski
2013 Physics Education Research Conference Proceedings, pp. 381-384, doi:10.1119/perc.2013.pr.083
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Re-thinking the Rubric for Grading the CUE: The Superposition Principle
Justyna P. Zwolak, Mary Bridget Kustusch, and Corinne A. Manogue
2013 Physics Education Research Conference Proceedings, pp. 385-388, doi:10.1119/perc.2013.pr.084
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