physics education research: history and methods ...emp.byui.edu/pyperb/papers and...
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Physics Education Physics Education Research:Research:
History and Methods History and Methods --Studying Electronic MediaStudying Electronic Media
Brian A. PyperBrian A. PyperUtah State UniversityUtah State University
Brigham Young UniversityBrigham Young University--IdahoIdaho
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OutlineOutline►►History of Physics Education ResearchHistory of Physics Education Research
When, Who, Why?When, Who, Why?Key FindingsKey Findings
►►Electronic Media and Educational ResearchElectronic Media and Educational ResearchState of the FieldState of the FieldComputers in LabsComputers in Labs
►►MethodologyMethodology►►SpreadsheetsSpreadsheets►►An ExampleAn Example
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History of PERHistory of PER
►► The Early Years, A Subtle ShiftThe Early Years, A Subtle Shift►► A Science of Teaching and LearningA Science of Teaching and Learning►► Misconceptions and Inquiry LearningMisconceptions and Inquiry Learning►► The FCIThe FCI►► NowNow
Homer Dodge Paul Klopsteg Floyd Richtmeyer
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A Subtle Shift: How to Teach vs. A Subtle Shift: How to Teach vs. How Do They Learn?How Do They Learn?
►► KarplusKarplus: “I believe that students : “I believe that students become vitally interested in their become vitally interested in their studies and learn best when studies and learn best when direction and guidance from a direction and guidance from a source of authority are combined source of authority are combined with ample opportunity for with ample opportunity for students to direct and control their students to direct and control their own learning.”own learning.”2
►► AronsArons (To Teachers): “You have (To Teachers): “You have two ears and one mouth, and two ears and one mouth, and should use them in that should use them in that proportion.”proportion.”11
2
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The FCIThe FCI
►► Example Problem 1Example Problem 1
A heavy ball is attached to a string and swung in a circular path in a horizontal plane as illustrated in the diagram to the right. At the point indicated in the diagram, the string suddenly breaks at the ball. If these events were observed from directly above, indicate the path of the ball after the string breaks.
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FCI Example Problem 2FCI Example Problem 2A boy throws a steel ball straight up. Disregarding any effects of air
resistance, the force(s) acting on the ball until it returns is (are):
(A) Its weight vertically downward along with a steadily decreasingupward force.
(B) a steadily decreasing upward force from the instant it leaves the hand until it reaches its highest point beyond which there is a steadily increasing downward force of gravity as the object getscloser to the earth.
(C) a constant downward force of gravity along with an upward forcethat steadily deceases until the ball reaches its highest point, after which there is only the constant downward force of gravity.
(D) a constant downward force of gravity only.
(E) none of the above, the ball fall back to the earth simply because that is its natural action.
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State of the FieldState of the Field
Types of ongoing PER:Types of ongoing PER:►►Attitude evaluations/Epistemological beliefsAttitude evaluations/Epistemological beliefs►►Student Conceptions/Cognitive ProcessingStudent Conceptions/Cognitive Processing►►Expert/Novice studiesExpert/Novice studies►►Changes in … by gender, background, etc.Changes in … by gender, background, etc.►►Curriculum DevelopmentCurriculum Development
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Active PER GroupsActive PER Groups
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Key FindingsKey Findings
►►ConstructivismConstructivism►►MisconceptionMisconception
abatementabatement►►Interactive engagementInteractive engagement►►TechnologyTechnology
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Electronic Media: The Role of Electronic Media: The Role of TechnologyTechnology
►► Although technology Although technology can efficiently carry can efficiently carry the information, the the information, the evidence seems to evidence seems to suggest that the suggest that the content and content and administration, not the administration, not the platform, is the platform, is the deciding factor.deciding factor.
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Animated FCIAnimated FCI
►►Example questionsExample questions
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PER MethodologyPER Methodology
►► Educational ResearchEducational ResearchPrePre--Post Testing: ChangesPost Testing: ChangesInterviewing/ VideotapingInterviewing/ VideotapingData AnalysisData Analysis
►► Student ConceptionsStudent Conceptions►► AttitudesAttitudes
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SpreadsheetsSpreadsheets
►►Why Spreadsheets?Why Spreadsheets?*Spreadsheets are ubiquitous*Spreadsheets are ubiquitous*Spreadsheets are simple and logical*Spreadsheets are simple and logical*Spreadsheets use basic and universal *Spreadsheets use basic and universal computer skills useful in the workplacecomputer skills useful in the workplace
►►What’s been done?What’s been done?You name it!You name it!
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Using SpreadsheetsUsing Spreadsheets
Double Slit Interference
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Example Research ProjectExample Research Project
►► Conducted at USU Fall Conducted at USU Fall 20022002
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Research DesignResearch Design
►► FormatFormatSpreadsheets in some topic areas, but not others, preSpreadsheets in some topic areas, but not others, pre--
lab/orienting activity, studentlab/orienting activity, student--generated.generated.►► Thought QuestionsThought Questions
directly confront common misconceptions, guide use of directly confront common misconceptions, guide use of simulationssimulations
►► Evaluation:Evaluation:Understanding Understanding –– Exam ProblemsExam ProblemsAttitudes Attitudes –– PrePre--Post Surveys (modified, shortened version Post Surveys (modified, shortened version of MPEX (Maryland Physics Expectations survey)), SALG of MPEX (Maryland Physics Expectations survey)), SALG (Student Assessment of Learning Gains)(Student Assessment of Learning Gains)33
►► Interviews (TAs, Students), Think AloudInterviews (TAs, Students), Think Aloud
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ResultsResults
Strongest Correlations:Strongest Correlations:►►Physics view (attitudes, career goals, etc.)Physics view (attitudes, career goals, etc.)►►year/genderyear/gender►►TAsTAs
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USU first-year physics enrollment F2002
050
100150200250300350400450
enrollment by gender
num
ber o
f stu
dent
s
MalesFemales
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Year in School by course
0
0.5
1
1.5
2
2.5
3
3.5
4
course
aver
age
(1=F
r 5=
G)
2110 (ave:3.47)
2200-10 (ave:2.515)
2220 (ave:2.797)
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Year in School by gender
2.6
2.7
2.8
2.9
3
3.1
3.2
3.3
gender
aver
age
(1:F
r - 5
:G)
male (ave:2.82)
female (ave:3.25)
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Problem results
00.10.20.30.40.50.60.70.80.9
1
topics w/ospreadsheet
activities
topicsw/spreadsheet
activities
aver
age
%sc
ore
2110 (d=0.06%diff=11.6 t=2E-4)
2200-10 (d=0.31%diff=22.9 t=0.08)
2220 (d=0.59%diff=29.0 t=5E-20)
d=effect size = difference in means/standard deviation
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CorrelationsCorrelationsHow much did the spreadsheet activities help your learning?
-0.2
-0.1
0
0.1
0.2
0.3
0.4
year pre-'attitudes' post-'attitudes'
corr
ella
tion
‘Attitudes’ includes: applicability, confidence, enthusiasm, interest, etc.
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AttitudesAttitudesHow much did the spreadsheet activities help your learning in
this course?
11.5
22.5
33.5
44.5
5
course
aver
age
(1:N
one
2:A
little
3:
Mod
erat
e 4:
A lo
t 5:A
gre
at d
eal)
2110 (ave:1.39)
2200-10 (ave:2.66)
2220 (ave:1.79)
ANOVA p-value: 2.49E-23 α=0.05
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How much did the spreadsheet activities help your learning in this course?
11.5
22.5
33.5
44.5
5
genderAve
rage
(1:N
one
- 5:A
gre
at d
eal)
Males (ave:2.014)
Females (ave:1.73)
ANOVA p-value = 0.0374
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Studying physics will really help me understand the world better.
3.13.23.33.43.53.63.73.83.9
gender pre-post
aver
age
(1:S
D - 5
:SA) pre males (ave:3.86)
post males (ave:3.687)
pre females (ave:3.767)
post females(ave:3.358)
ANOVA (α=0.05)Significant?M pre-post: Y (p=0.007) F pre-post: Y (p=0.0043)M-F pre: N M-F post: Y (p=0.00255)
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I think physics will be applicable to my life/career.
33.13.23.33.43.53.63.73.83.9
4
gender pre-post
aver
age
resp
onse
(1:S
tron
gly
disa
gree
- 5:
Stro
ngly
agr
ee)
pre males (ave:3.89)
post males (ave:3.75)
pre females (ave:3.494)
post females (ave:3.354)
ANOVA (α=0.05)Significant?M pre-post: N F pre-post: NM-F pre: Y (p=0.001) M-F post: Y (p=0.002)
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pre-post efficacy ("I am confident in my ability to succeed in physics.")
3.23.33.43.53.63.73.83.9
44.14.2
gender pre-postaver
age
(1:S
tron
gly
disa
gree
- 5:
S
trong
ly a
gree
)
M pre (ave:4.13)M post (ave:3.845)F pre (ave:3.99)F post (ave:3.56)
1) ANOVA (α=0.05)Significant?M pre-post: Y (p=8.92E-6) F pre-post: Y (p=0.0028)M-F pre: N M-F post: Y (p=0.012)2) Correlation with spreadsheets help learning and post-efficacy
is +0.128 significant at p=0.007)
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Effect of TAsEffect of TAs"How much did the spreadsheet activities help your
learning in this class?"
11.5
22.5
33.5
44.5
5
lab1 lab2 lab3 lab4 lab5 lab6 lab7 lab8
aver
age
resp
onse
(1:N
one
- 5:A
gr
eat d
eal) 2110
220022102220
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Attitudes ComparisonAttitudes ComparisonData from Data from RedishRedish, Saul and Steinberg, 1998, Saul and Steinberg, 199844
Student Attitudes
-40
-30
-20
-10
0
School
Perc
ent c
hang
e UMDUMnOSUDCPLATYCUSU
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ConclusionConclusion
►►Results of PER can be profitably used to Results of PER can be profitably used to guide instruction.guide instruction.
►►PER has a meaningful contribution to make, PER has a meaningful contribution to make, and belongs in Physics.and belongs in Physics.
“You are NOT doing something intellectually “You are NOT doing something intellectually exciting if the majority view sees the point exciting if the majority view sees the point of it.“ of it.“ --John Belcher John Belcher
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ReferencesReferences1. A. Feldman, J. 1. A. Feldman, J. MinstrellMinstrell “Action Research as a Research Methodology “Action Research as a Research Methodology
for the Study of the Teaching and Learning of Science” p.8 onlinfor the Study of the Teaching and Learning of Science” p.8 online at e at http://www.unix.oit.umass.edu/~afeldman/ActionResearchPapers/Felhttp://www.unix.oit.umass.edu/~afeldman/ActionResearchPapers/FelddmanMinstrell2000.PDFmanMinstrell2000.PDF
2. R. 2. R. KarplusKarplus, “Response by the , “Response by the OerstedOersted MedailstMedailst: Autonomy and Input” : Autonomy and Input” AJP 49(9) pp. 811AJP 49(9) pp. 811--814 (1981) in R. Fuller, ed. “A Love of Discovery: 814 (1981) in R. Fuller, ed. “A Love of Discovery: Science Education Science Education –– The Second Career of Robert The Second Career of Robert KarplusKarplus” ” KluwerKluwer(2002) p.90(2002) p.90
3. 3. online at: http://online at: http://www.wcer.wisc.edu/salgains/instructor/default.aspwww.wcer.wisc.edu/salgains/instructor/default.asp
4. E. 4. E. RedishRedish, J. Saul and R. Steinberg, “Student Expectations in , J. Saul and R. Steinberg, “Student Expectations in Introductory Physics” AJP 66(3) p. 212Introductory Physics” AJP 66(3) p. 212--224 (1998) online at 224 (1998) online at http://http://www.umd.edu/pergwww.umd.edu/perg//
http://www.unix.oit.umass.edu/~afeldman/ActionResearchPapers/FeldmanMinstrell2000.PDF
Physics Education Research:History and Methods - Studying Electronic MediaOutlineHistory of PERA Subtle Shift: How to Teach vs. How Do They Learn?The FCIFCI Example Problem 2State of the FieldActive PER GroupsKey FindingsElectronic Media: The Role of TechnologyAnimated FCIPER MethodologySpreadsheetsUsing SpreadsheetsExample Research ProjectResearch DesignResultsCorrelationsAttitudesEffect of TAsAttitudes ComparisonData from Redish, Saul and Steinberg, 19984ConclusionReferences