相关论文: Making Space to Sensemake: Epistemic Distancing in…
The evolution of science education is a dynamic process driven by advances in pedagogy, technology, and especially, our understanding of how students learn. Educators are exploring innovative teaching and learning methodologies such as…
We investigated physics students' learning experience and behaviour in a second-year laboratory by analyzing transcribed audio recordings of laboratory sessions. One student group was given both a problem and procedure and asked to analyze…
Instruction in quantum mechanics is becoming increasingly important as the field is not only a key part of modern physics research, but is also important for emerging technologies. However, many students regard quantum mechanics as a…
Physics labs provide a unique opportunity for students to grow their physics identity and science identity in general since they provide students with opportunity to tinker with experiments and analyze data in a low-stakes environment.…
Despite the extensive body of research that supports scientific inquiry and argumentation as cornerstones of physics learning, these strategies continue to be virtually absent in most classrooms, especially those that involve students who…
Engaging in interactions with peers is important for student learning. Many studies have quantified patterns of student interactions in in-person physics courses using social network analysis, finding different network structures between…
An established body of literature shows that a student's affect can be linked to her epistemological stance [1]. In this literature, the epistemology is generally taken as a belief or stance toward a discipline, and the affective stance…
An analysis of barriers to women's participation in physics education is presented. It is expected that in undergraduate physics the most common situation for a women is that she is cisgender and one of a numerical minority in the…
Quantum mechanics can seem like a departure from everyday experience of the physical world, but constructivist theories assert that learners build new ideas from their existing ones. To explore how students can navigate this tension, we…
Current investigations into pedagogical goals of introductory algebra-based physics students at the University of Central Arkansas, by learning orientation towards an in-class metacognitive group problem solving task, seek to determine…
One finding of cognitive research is that people do not automatically acquire usable knowledge by spending lots of time on task. Because students' knowledge hierarchy is more fragmented, "knowledge chunks" are smaller than those of experts.…
Despite the large body of research showing that students in STEM classes at all levels learn better via active learning than they do via lecture, post-secondary physics and astronomy (P&A) faculty members continue to primarily use…
When we teach physics to prospective scientists and engineers we are teaching more than the "facts" of physics - more, even, than the methods and concepts of physics. We are introducing them to a complex culture - a mode of thinking and the…
This work examines student meaning-making in undergraduate physics problem-solving. We use a social semiotic perspective to sketch a theoretical framework. The social semiotic approach focuses on all types of meaning-making practices that…
High school science classrooms across the United States are answering calls to make computation a part of science learning. The problem is that there is little known about the barriers to learning that computation might bring to a science…
Despite nation efforts to promote diversity and inclusion, women and gender minorities remain underrepresented in physics. One common approach to studying gender in physics contexts treats gender as a categorical identity variable (e.g.…
Physics has a bad press: it is seen by a majority of people as a boring discipline ever since their High School days. There is no glamour to it, just toil and pain, and for many who engaged in it, the end sight is often unemployment. Could…
Professional development workshops are commonly used to promote the adoption of research-based instructional strategies among physics and astronomy faculty. After learning about such strategies, faculty are often motivated to modify and…
As an epistemic activity, rational debate and discussion requires cooperation, yet involves a tension between collective and individual interests. While all participants benefit from collective outcomes like reaching consensus on true…
Recruiting and retaining highly qualified physics and physical science teachers is critical for maintaining America's global competitiveness. Unfortunately, only one third of the high school teachers in physics have a degree in physics and…