Understanding vision: students’ use of light and optics resources

We present a qualitative study designed to examine how students construct an understanding of the human eye and vision from their knowledge of light and optics. As would be expected, vast differences are shown to exist between pre- and post-instruction students in terms of not only resource use, but also willingness to transfer their existing knowledge. However, we have found that appropriate scaffolding can facilitate resource activation and guide students to construct an understanding of vision and vision defects

An introduction to the theme issue

Citation: Zollman, D. A., & Brown, D. (2016). An introduction to the theme issue. American Journal of Physics, 84(5), 325-326. doi:10.1119/1.4943960When the topic for the 2016 Gordon Research Conference (GRC) on physics research and education was selected in 2012, the timing seemed appropriate. Albert Einstein had explained in 1916 how his general theory of relativity predicted the existence of gravitational waves. Four years ago we could not have imagined that just a few months before this conference the detection of gravitational waves from the collision of two black holes would be announced. Thus, while the physics and education GRC is unique among Gordon Conferences, this one will be even more special in that it will be the first conference to bring together researchers and educators so shortly after a major discovery in the field. The increase in interest in fundamental science generated by this historic announcement is already evident, and the conference will provide a great opportunity to discuss better ways to teach students about relativity and gravitation

Student Explorations of Quantum Effects in LEDs and Luninescent Devices

We developed activity-based instructional units to introduce basic quantum principles to students with limited physics and mathematics backgrounds. To emphasize the practical applications of contemporary physics, we introduced concepts using the contexts of light-emitting devices such as light-emitting diodes (LEDs), fluorescent lamps, and glow-in-the-dark toys. As our standard of living becomes more dependent on the latest developments in science and technology, our students\u27 literacy must be at a level that enables them to make educated decisions on science- and technology-related issues and their everyday applications. Students need to have at least a basic understanding of 20th-century physics and its applications in order to make informed decisions about them. Unfortunately, many physics teachers either exclude or spend very little time on modern topics such as quantum mechanics in high school physics courses.1,2 The high degree of mathematical formalism and abstract nature of quantum mechanics is frequently given as a reason for not introducing quantum physics in high school physics courses.3,

Integrative Whole Person Oncology Care in the UK

The term ‘whole person cancer care’ - an approach that addresses the needs of the person as well as treating the disease - is more widely understood in the UK than its synonym ‘integrative oncology”. The National Health Service (NHS), provides free access to care for all, which makes it harder to prioritise NHS funding of whole person medicine, where interventions may be multi-modal and lacking in cost-effectiveness data. Despite this, around 30% of cancer patients are known to use some form of complementary or alternative medicine (CAM). This is virtually never medically led, and usually without the support or even the knowledge of their oncology teams, with the exception of one or two large cancer centres. UK oncology services are, however, starting to be influenced from three sides; firstly, by well-developed and more holistic palliative care services; secondly, by directives from central government via the sustainable healthcare agenda; and thirdly, by increasing pressure from patient-led groups and cancer charities. CAM remains unlikely to be provided through the NHS, but nutrition, physical activity, mindfulness, and stress management are already becoming a core part of the NHS ‘Living With and Beyond Cancer’ agenda. This supports cancer survivors into stratified pathways of care, based on individual, self-reported holistic needs and risk assessments, which are shared between healthcare professionals and patients. Health and Wellbeing events are being built into cancer care pathways, designed to activate patients into self-management and support positive lifestyle change. Those with greater needs can be directed towards appropriate external providers, where many examples of innovative practice exist. These changes in policy and vision for the NHS present an opportunity for Integrative Oncology to develop further and to reach populations who would, in many other countries, remain underserved or hard-to-reach by whole person approaches

Student Explorations of Quantum Effects in LEDs and Luninescent Devices

We developed activity-based instructional units to introduce basic quantum principles to students with limited physics and mathematics backgrounds. To emphasize the practical applications of contemporary physics, we introduced concepts using the contexts of light-emitting devices such as light-emitting diodes (LEDs), fluorescent lamps, and glow-in-the-dark toys. As our standard of living becomes more dependent on the latest developments in science and technology, our students\u27 literacy must be at a level that enables them to make educated decisions on science- and technology-related issues and their everyday applications. Students need to have at least a basic understanding of 20th-century physics and its applications in order to make informed decisions about them. Unfortunately, many physics teachers either exclude or spend very little time on modern topics such as quantum mechanics in high school physics courses.1,2 The high degree of mathematical formalism and abstract nature of quantum mechanics is frequently given as a reason for not introducing quantum physics in high school physics courses.3,

Student and AI responses to physics problems examined through the lenses of sensemaking and mechanistic reasoning

Several reports in education have called for transforming physics learning environments by promoting sensemaking of real-world scenarios in light of curricular ideas. Recent advancements in Generative-Artificial Intelligence has garnered increasing traction in educators' community by virtue of its potential in transforming STEM learning. In this exploratory study, we adopt a mixed-methods approach in comparatively examining student- and AI-generated responses to two different formats of a physics problem through the cognitive lenses of sensemaking and mechanistic reasoning. The student data is derived from think-aloud interviews of introductory students and the AI data comes from ChatGPT's solutions collected using Zero shot approach. The results highlight AI responses to evidence most features of the two processes through well-structured solutions and student responses to effectively leverage representations in their solutions through iterative refinement of arguments. In other words, while AI responses reflect how physics is talked about, the student responses reflect how physics is practiced. Implications of these results in light of development and deployment of AI systems in physics pedagogy are discussed

Automated analysis of short responses in an interactive synthetic tutoring system for introductory physics

Citation: Nakamura, C. M., Murphy, S. K., Christel, M. G., Stevens, S. M., & Zollman, D. A. (2016). Automated analysis of short responses in an interactive synthetic tutoring system for introductory physics. Physical Review Physics Education Research, 12(1), 16. doi:10.1103/PhysRevPhysEducRes.12.010122Computer-automated assessment of students' text responses to short-answer questions represents an important enabling technology for online learning environments. We have investigated the use of machine learning to train computer models capable of automatically classifying short-answer responses and assessed the results. Our investigations are part of a project to develop and test an interactive learning environment designed to help students learn introductory physics concepts. The system is designed around an interactive video tutoring interface. We have analyzed 9 with about 150 responses or less. We observe for 4 of the 9 automated assessment with interrater agreement of 70% or better with the human rater. This level of agreement may represent a baseline for practical utility in instruction and indicates that the method warrants further investigation for use in this type of application. Our results also suggest strategies that may be useful for writing activities and questions that are more appropriate for automated assessment. These strategies include building activities that have relatively few conceptually distinct ways of perceiving the physical behavior of relatively few physical objects. Further success in this direction may allow us to promote interactivity and better provide feedback in online learning systems. These capabilities could enable our system to function more like a real tutor