71 research outputs found
The Design and Validation of the Colorado Learning Attitudes about Science Survey
The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure various facets of student attitudes and beliefs about learning physics. This instrument extends previous work by probing additional facets of student attitudes and beliefs. It has been written to be suitably worded for students in a variety of different courses. This paper introduces the CLASS and its design and validation studies, which include analyzing results from over 2400 students, interviews and factor analyses. Methodology used to determine categories and how to analyze the robustness of categories for probing various facets of student learning are also described. This paper serves as the foundation for the results and conclusions from the analysis of our survey dat
Developing and Researching PhET simulations for Teaching Quantum Mechanics
Quantum mechanics is difficult to learn because it is counterintuitive, hard
to visualize, mathematically challenging, and abstract. The Physics Education
Technology (PhET) Project, known for its interactive computer simulations for
teaching and learning physics, now includes 18 simulations on quantum mechanics
designed to improve learning of this difficult subject. Our simulations include
several key features to help students build mental models and intuitions about
quantum mechanics: visual representations of abstract concepts and microscopic
processes that cannot be directly observed, interactive environments that
directly couple students' actions to animations, connections to everyday life,
and efficient calculations so students can focus on the concepts rather than
the math. Like all PhET simulations, these are developed using the results of
education research and feedback from educators, and are tested in student
interviews and classroom studies. This article provides an overview of the PhET
quantum simulations and their development. We also describe research
demonstrating their effectiveness and share some insights about student
thinking that we have gained from our research on quantum simulations.Comment: accepted by American Journal of Physics; v2 includes an additional
study, more explanation of research behind claims, clearer wording, and more
reference
A Study of Educational Simulations Part I - Engagement and Learning
Interactive computer simulations with complex representations and sophisticated graphics are a relatively new addition to the classroom, and research in this area is limited. We have conducted over 200 individual student interviews during which the students described what they were thinking as they interacted with simulations. These interviews were conducted as part of the research and design of simulations for the Physics Education Technology (PhET) project. PhET is an ongoing project that has developed over 60 simulations for use in teaching physics, chemistry, and physical science. These interviews are a rich source of information about how students interact with computer simulations and what makes an educationally effective simulation. We have observed that simulations can be highly engaging and educationally effective, but only if the student's interaction with the simulation is directed by the student's own questioning. Here we describe our design process, what features are effective for engaging students in educationally productive interactions and the underlying principles which support our empirically developed guidelines. In a companion paper we describe in detail the design features used to create an intuitive simulation for students to use
A New Instrument For Measuring Student Beliefs About Physics and Learning Physics: The Colorado Learning Attitudes About Science Survey
The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure student beliefs about physics and about learning physics. This instrument extends previous work by probing additional aspects of student beliefs and by using wording suitable for students in a wide variety of physics courses. The CLASS has been validated using interviews, reliability studies, and extensive statistical analyses of responses from over 5000 students. In addition, a new methodology for determining useful and statistically robust categories of student beliefs has been developed. This paper serves as the foundation for an extensive study of how student beliefs impact and are impacted by their educational experiences. For example, this survey measures: that most teaching practices cause substantial drops in student scores; that a student's likelihood of becoming a physics major correlates with their 'Personal Interest' score; and that, for a majority of student populations, women's scores in some categories, including 'Personal Interest' and 'Real World Connections', are significantly different than men's scores
Prospectus, January 21, 1985
https://spark.parkland.edu/prospectus_1985/1000/thumbnail.jp
Teaching and understanding of quantum interpretations in modern physics courses
Just as expert physicists vary in their personal stances on interpretation in
quantum mechanics, instructors vary on whether and how to teach interpretations
of quantum phenomena in introductory modern physics courses. In this paper, we
document variations in instructional approaches with respect to interpretation
in two similar modern physics courses recently taught at the University of
Colorado, and examine associated impacts on student perspectives regarding
quantum physics. We find students are more likely to prefer realist
interpretations of quantum-mechanical systems when instructors are less
explicit in addressing student ontologies. We also observe contextual
variations in student beliefs about quantum systems, indicating that
instructors who choose to address questions of ontology in quantum mechanics
should do so explicitly across a range of topics.Comment: 18 pages, references, plus 2 pages supplemental materials. 8 figures.
PACS: 01.40.Fk, 03.65.-
Prospectus, October 31, 1984
PARKAND\u27S TEAMS PLACE HIGH; C.A.A.R. responds to Mohn; Dear Prospectus Staff…; StuGo News; Sharing of problems essential to recovery; President Reagan: Leadership that\u27s working; Sargent actively involved in politics; Women\u27s Workshop teaches acting versus reacting; Halloween brings out the supernatural; Interview with Auntie Miranda; Creative Corner...Especially for you!; Trip to a Graveyard ona Moonless Night; Doom Story-Nathanial Dark\u27s identity is exposed; PC Happenings; Operating room legalities; Workshop on memory disorders; Classifieds; Artist struggles for identity; McLain family to appear at Krannert; American Playhouse season opens; Music madness; Illini make music video; Videos need to be rethought; Clifton, Payne enjoy spiking and dunking in their sport; Henkels, Leggett share similar philosophies; Joni Mullen, Hawkins use instinct to play defense; Cobra harriers end season; Jill Mullen, Douglas portray thinking person\u27s position; Cobra harriers end seasonhttps://spark.parkland.edu/prospectus_1984/1006/thumbnail.jp
Profile scaling in decay of nanostructures
The flattening of a crystal cone below its roughening transition is studied
by means of a step flow model. Numerical and analytical analyses show that the
height profile, h(r,t), obeys the scaling scenario dh/dr = F(r t^{-1/4}). The
scaling function is flat at radii r<R(t) \sim t^{1/4}. We find a one parameter
family of solutions for the scaling function, and propose a selection criterion
for the unique solution the system reaches.Comment: 4 pages, RevTex, 3 eps figure
One-dimensional collision carts computer model and its design ideas for productive experiential learning
We develop an Easy Java Simulation (EJS) model for students to experience the
physics of idealized one-dimensional collision carts. The physics model is
described and simulated by both continuous dynamics and discrete transition
during collision. In the field of designing computer simulations, we discuss
briefly three pedagogical considerations such as 1) consistent simulation world
view with pen paper representation, 2) data table, scientific graphs and
symbolic mathematical representations for ease of data collection and multiple
representational visualizations and 3) game for simple concept testing that can
further support learning. We also suggest using physical world setup to be
augmented complimentary with simulation while highlighting three advantages of
real collision carts equipment like tacit 3D experience, random errors in
measurement and conceptual significance of conservation of momentum applied to
just before and after collision. General feedback from the students has been
relatively positive, and we hope teachers will find the simulation useful in
their own classes. 2015 Resources added:
http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics/46-one-dimension-collision-js-model
http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics/195-elastic-collisionComment: 6 pages, 8 figures, 1 table, 1 L. K. Wee, Physics Education 47 (3),
301 (2012); ISSN 0031-912
The Design and Validation of the Quantum Mechanics Conceptual Survey
The Quantum Mechanics Conceptual Survey (QMCS) is a 12-question survey of
students' conceptual understanding of quantum mechanics. It is intended to be
used to measure the relative effectiveness of different instructional methods
in modern physics courses. In this paper we describe the design and validation
of the survey, a process that included observations of students, a review of
previous literature and textbooks and syllabi, faculty and student interviews,
and statistical analysis. We also discuss issues in the development of specific
questions, which may be useful both for instructors who wish to use the QMCS in
their classes and for researchers who wish to conduct further research of
student understanding of quantum mechanics. The QMCS has been most thoroughly
tested in, and is most appropriate for assessment of (as a posttest only),
sophomore-level modern physics courses. We also describe testing with students
in junior quantum courses and graduate quantum courses, from which we conclude
that the QMCS may be appropriate for assessing junior quantum courses, but is
not appropriate for assessing graduate courses. One surprising result of our
faculty interviews is a lack of faculty consensus on what topics should be
taught in modern physics, which has made designing a test that is valued by a
majority of physics faculty more difficult than expected.Comment: Submitted to Physical Review Special Topics: Physics Education
Researc
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