Mapping activation of resources among upper division physics students in non-Cartesian coordinate systems: A case study

An essential skill for success in upper-division physics curricula is the ability to work with and apply mathematical and physical concepts through Cartesian and non-Cartesian coordinate systems. These skills are most notably necessary in electricity and magnetism, wherein students must build and solve integrals and perform vector derivatives in Cartesian, spherical, and cylindrical coordinate systems. While limited in scope, early investigations into students understanding of coordinate systems has shown that students have considerable difficulty. Through the analysis of four one-on-one semistructured interviews, students were observed to activate numerous productive resources, despite frequently incorrect answers. This paper will revisit our previously identified student resource clusters for unit vectors. We also identify additional resources that cast additional light on students’ thinking about position vectors, and velocity vectors in non-Cartesian coordinate systems. Through detailed analysis of a single student, we identify several groupings of resources that will serve as a baseline for future analysis of additional students and provide initial insight into potential curriculum development

Inquiry-based course in physics and chemistry for preservice K-8 teachers

We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat unusual for its interdisciplinary focus. We describe the course structure in detail, providing examples of course materials and assessment strategies. Finally, we provide research data illustrating both the need for the course and the effectiveness of the course in developing student understanding of selected topics. Student responses to various questions reflect a lack of understanding of many relatively simple physical science concepts, and a level of performance that is usually lower than that in comparable courses serving a general education audience. Additional data suggest that course activities improve student understanding of selected topics, often dramatically