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Full-Text Articles in Physics
Cross-Disciplinary Learning Index: A Quantitative Measure Of Cross-Disciplinary Learning About Energy, Todd Haskell, Emily Borda, Andrew Boudreaux
Cross-Disciplinary Learning Index: A Quantitative Measure Of Cross-Disciplinary Learning About Energy, Todd Haskell, Emily Borda, Andrew Boudreaux
Physics & Astronomy
The structure of many science programs at the college level assumes that students are able to draw on and integrate ideas from multiple disciplinary contexts. However, most assessment tools focus on learning in the context of a single discipline. We describe the development and validation of an instrument to measure how well students are able to combine energy ideas from different disciplines into a coherent understanding of a phenomenon. The final version of the instrument consists of a pair of multiple-choice online assessments, along with a metric calculated from the assessment scores: the cross disciplinary learning index (CDLI). The items …
Physics Inventory Of Quantitative Literacy: A Tool For Assessing Mathematical Reasoning In Introductory Physics, Suzanne W. Brahmia, Alexis Olsho, Trevor I. Smith, Andrew Boudreaux, Philip Eaton, Charlotte Zimmerman
Physics Inventory Of Quantitative Literacy: A Tool For Assessing Mathematical Reasoning In Introductory Physics, Suzanne W. Brahmia, Alexis Olsho, Trevor I. Smith, Andrew Boudreaux, Philip Eaton, Charlotte Zimmerman
Physics & Astronomy
One desired outcome of introductory physics instruction is that students will develop facility with reasoning quantitatively about physical phenomena. Little research has been done regarding how students develop the algebraic concepts and skills involved in reasoning productively about physics quantities, which is different from either understanding of physics concepts or problem-solving abilities. We introduce the Physics Inventory of Quantitative Literacy (PIQL) as a tool for measuring Quantitative Literacy, a foundation of mathematical reasoning, in the context of introductory physics. We present the development of the PIQL and evidence of its validity for use in calculus-based introductory physics courses. Unlike …
Designing Research-Based Instructional Materials That Leverage Dual-Process Theories Of Reasoning: Insights From Testing One Specific, Theory-Driven Intervention, Mila Kryjevskaia, Mackenzie R. Stetzer, Beth A. Lindsey, Alistair Mcinerny, Paula R. L. Heron, Andrew Boudreaux
Designing Research-Based Instructional Materials That Leverage Dual-Process Theories Of Reasoning: Insights From Testing One Specific, Theory-Driven Intervention, Mila Kryjevskaia, Mackenzie R. Stetzer, Beth A. Lindsey, Alistair Mcinerny, Paula R. L. Heron, Andrew Boudreaux
Physics & Astronomy
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Research in physics education has contributed substantively to improvements in the learning and teaching of university physics by informing the development of research-based instructional materials for physics courses. Reports on the design of these materials have tended to focus on overall improvements in student performance, while the role of theory in informing the development, refinement, and assessment of the materials is often not clearly articulated. In this article, we illustrate how dual-process theories of reasoning and decision making have guided the ongoing development, testing, and analysis …
Toward A Framework For The Natures Of Proportional Reasoning In Introductory Physics, Andrew Boudreaux, Stephen E. Kanim, Alexis Olsho, Suzanne W. Brahmia, Charlotte Zimmerman, Trevor I. Smith
Toward A Framework For The Natures Of Proportional Reasoning In Introductory Physics, Andrew Boudreaux, Stephen E. Kanim, Alexis Olsho, Suzanne W. Brahmia, Charlotte Zimmerman, Trevor I. Smith
Physics & Astronomy
We present a set of modes of reasoning about ratio and proportion as a means of operationalizing expert practice in physics. These modes, or natures of proportional reasoning, stem from consideration of how physicists reason in context and are informed by prior work in physics and mathematics education. We frame the natures as the core of an emerging framework for proportional reasoning in introductory physics, that will categorize the uses of proportional reasoning in introductory physics contexts, and provide guidance for the development of reliable assessments. We share results from preliminary assessment items indicating that university physics students have difficulty …
Framework For The Natures Of Negativity In Introductory Physics, Suzanne W. Brahmia, Alexis Olsho, Trevor I. Smith, Andrew Boudreaux
Framework For The Natures Of Negativity In Introductory Physics, Suzanne W. Brahmia, Alexis Olsho, Trevor I. Smith, Andrew Boudreaux
Physics & Astronomy
Mathematical reasoning skills are a desired outcome of many introductory physics courses, particularly calculus-based physics courses. Novices can struggle to understand the many roles signed numbers play in physics contexts, and recent evidence shows that unresolved struggle can carry over to subsequent physics courses. Positive and negative quantities are ubiquitous in physics, and the sign carries important and varied meanings. The mathematics education research literature documents the cognitive challenge of conceptualizing negative numbers as mathematical objects—both for experts, historically, and for novices as they learn. We contribute to the small but growing body of research in physics contexts that examines …
How Accurate Are Physics Students In Evaluating Changes In Their Understanding?, Therese Claire, Tija L. Tippett, Andrew Boudreaux
How Accurate Are Physics Students In Evaluating Changes In Their Understanding?, Therese Claire, Tija L. Tippett, Andrew Boudreaux
Physics & Astronomy
An assessment question involving Newton’s 2nd law was administered in a physics course for preservice elementary teachers before and again after instruction. The posttest included a prompt asking students to describe the specific ways their thinking changed. Student reasoning was coded for physics content accuracy; many students exhibited changes from primitive, experientially-based reasoning to more formal reasoning. Students' self-reported reflections were then compared to the differences in the pre- and posttest codes. We find that many students do not identify substantive changes in their reasoning, while other students reflect at only a surface level. We also find that some students …
Promoting And Assessing Student Metacognition In Physics, Alistair Mcinerny, Andrew Boudreaux, Mila Kryjevskaia, Sara Julin
Promoting And Assessing Student Metacognition In Physics, Alistair Mcinerny, Andrew Boudreaux, Mila Kryjevskaia, Sara Julin
Physics & Astronomy
A scaffolded metacognition activity was incorporated into the laboratory component of the introductory physics course at Western Washington University (WWU) and Whatcom Community College (WCC). Each week, students wrote reflectively to contrast their initial and current understanding of a specific physics topic, and described the "trigger" events that led them to change their thinking. Goals were to enhance conceptual understanding as well as the depth and quality of student reflection. A coding scheme was developed to evaluate student reflections. We present the scaffolded activity and coding scheme, as well as preliminary findings about changes in student reflection over time and …