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Full-Text Articles in Physics
Multidimensional Item Response Theory And The Conceptual Survey Of Electricity And Magnetism, Cabot Zabriskie, John Stewart
Multidimensional Item Response Theory And The Conceptual Survey Of Electricity And Magnetism, Cabot Zabriskie, John Stewart
Faculty & Staff Scholarship
This paper is part of the Focused Collection on Quantitative Methods in PER: A Critical Examination.] While many studies have examined the structure, validity, and reliability of the Force Concept Inventory, far less research has been performed on other conceptual instruments in widespread use in physics education research. This study performs a confirmatory analysis of the Conceptual Survey of Electricity and Magnetism (CSEM) guided by a theoretical model of expert understanding of electricity and magnetism. Multidimensional Item Response Theory (MIRT) with the discrimination matrix constrained to the theoretical model was used to investigate two large datasets (N1=2014 and N2=2657) from …
Examining Students' Representation Choices In University Modeling Instruction, Daryl Mcpadden
Examining Students' Representation Choices In University Modeling Instruction, Daryl Mcpadden
FIU Electronic Theses and Dissertations
Representations (such as pictures, diagrams, word descriptions, equations, etc.) are critical tools for learning, problem solving, and communicating in science, particularly in physics where multiple representations often serve as intermediate steps, a means to evaluate a solution, and highlight different aspects a physical phenomenon. This dissertation explores the representation choices made by students in the University Modeling Instruction (MI) courses on problems from across introductory physics content. Modeling Instruction is a two-semester introductory, calculus-based physics sequence that was designed to guide students through the process of building, testing, applying, and refining models. As a part of this modeling cycle, students …
An Analysis Of Middle School Physical Science Teachers' Understanding Of Accelerated Motion, Elijah Tabachnick
An Analysis Of Middle School Physical Science Teachers' Understanding Of Accelerated Motion, Elijah Tabachnick
Honors College
Continued observation of teachers within the University of Maine Physical Sciences Partnership showed persistence over many iterations of professional development (PD) the use of an inconsistent model of accelerated motion. This model identified acceleration in the same direction as velocity as positive (speeding up is defined as positive acceleration) and acceleration opposed to velocity as negative; we will call this the speed model. We found use of this model in middle school physical science teachers in a survey and through interviews. A PD activity was also observed to study the teachers’ use of vectors and coordinate systems to solve kinematics …
Student Understanding Of The Boltzmann Factor, Trevor I. Smith, Donald B. Mountcastle, John R. Thompson
Student Understanding Of The Boltzmann Factor, Trevor I. Smith, Donald B. Mountcastle, John R. Thompson
Physics and Astronomy Faculty Scholarship
We present results of our investigation into student understanding of the physical significance and utility of the Boltzmann factor in several simple models. We identify various justifications, both correct and incorrect, that students use when answering written questions that require application of the Boltzmann factor. Results from written data as well as teaching interviews suggest that many students can neither recognize situations in which the Boltzmann factor is applicable nor articulate the physical significance of the Boltzmann factor as an expression for multiplicity, a fundamental quantity of statistical mechanics. The specific student difficulties seen in the written data led us …
Identifying Student Difficulties With Heat Engines, Entropy, And The Carnot Cycle, Trevor I. Smith, Warren M. Christensen, Donald B. Mountcastle, John R. Thompson
Identifying Student Difficulties With Heat Engines, Entropy, And The Carnot Cycle, Trevor I. Smith, Warren M. Christensen, Donald B. Mountcastle, John R. Thompson
Physics and Astronomy Faculty Scholarship
We report on several specific student difficulties regarding the second law of thermodynamics in the context of heat engines within upper-division undergraduate thermal physics courses. Data come from ungraded written surveys, graded homework assignments, and videotaped classroom observations of tutorial activities. Written data show that students in these courses do not clearly articulate the connection between the Carnot cycle and the second law after lecture instruction. This result is consistent both within and across student populations. Observation data provide evidence for myriad difficulties related to entropy and heat engines, including students’ struggles in reasoning about situations that are physically impossible …
Students’ Use Of Symmetry With Gauss’S Law, Adrienne L. Traxler, Katrina E. Black, John R. Thompson
Students’ Use Of Symmetry With Gauss’S Law, Adrienne L. Traxler, Katrina E. Black, John R. Thompson
Physics Faculty Publications
To study introductory student difficulties with electrostatics, we compared student techniques when finding the electric field for spherically symmetric and non-spherically symmetric charged conductors. We used short interviews to design a free-response and multiple-choice-multiple-response survey that was administered to students in introductory calculus-based courses. We present the survey results and discuss them in light of Singh's results for Gauss's Law, Collins and Ferguson's epistemic forms and games, and Tuminaro's extension of games and frames.