Studying Transfer Of Scientific Reasoning Abilities

Abstract. Students taking introductory physics courses not only need to learn the fundamental concepts and to solve simple problems but also need to learn to approach more complex problems and to reason like scientists. Hypotheticodeductive reasoning is considered one of the most important types of reasoning employed by scientists. If-then logic allows students to test hypotheses and reject those that are not supported by testing experiments. Can we teach students to reason hypothetico-deductively and to apply this reasoning to problems outside of physics? This study investigates the development and transfer from physics to real life of hypothetico-deductive reasoning abilities by students enrolled in an introductory physics course at a large state university The abilities include formulating hypotheses and making predictions concerning the outcomes of testing experiments. (The work was supported by NSF grant REC 0529065.

Using action research to improve learning and formative assessment to conduct research

The paper reports on how educational research informed and supported both the process of refinement of introductory physics laboratory instruction and student development of scientific abilities. In particular we focus on how the action research approach paradigm combined with instructional approaches such as scaffolding and formative assessment can be used to design the learning environment, investigate student learning, revise curriculum materials, and conduct subsequent assessment. As the result of the above efforts we found improvement in students’ scientific abilities over the course of three years. We suggest that the process used to improve the curriculum under study can be extended to many instructional innovations.National Science Foundatio

Design and non-design labs: Does transfer occur

Abstract. This paper is the second in the series of three describing a controlled study "Transfer of scientific abilities". The study was conducted in a large-enrollment introductory physics course taught via Investigative Science Learning Environment. Its goal was to fmd whether designing their own experiments in labs affects students' approaches to experimental problem solving in new areas of physics and in biology, and their learning of physics concepts. This paper reports on the part of the study that assesses student work while solving an experimental problem in a physics content area not studied in class. For a quantitative evaluation of students' abilities, we used scientific abilities rubrics. We studied the students' lab reports and answers to non-traditional exam problems related to the lab. We evaluated their performance and compared it with the performance of a control group that had the same course but enrolled in nondesign labs instead of design labs. The project was supported by NSF grant DRL 0241078

Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning

This paper introduces a theory about the role of language in learning physics. The theory is developed in the context of physics students' and physicists' talking and writing about the subject of quantum mechanics. We found that physicists' language encodes different varieties of analogical models through the use of grammar and conceptual metaphor. We hypothesize that students categorize concepts into ontological categories based on the grammatical structure of physicists' language. We also hypothesize that students over-extend and misapply conceptual metaphors in physicists' speech and writing. Using our theory, we will show how, in some cases, we can explain student difficulties in quantum mechanics as difficulties with language.Comment: Accepted for publication in Phys. Rev. ST:PE

Using Physics to Help Students Develop Scientific Habits of Mind

Interactive engagement curricula are successful in helping students develop conceptual understanding of physics principles and solve problems. However, another benefit of actively engaging students in the construction of their physics knowledge is providing them with an opportunity to engage in habitual “thinking like physicists”. Some examples of such thinking are: drawing a sketch before solving any physics problem, subjecting normative statements to experimental testing, evaluating assumptions, or treating each experimental results as an interval. We can help students develop these “habits of mind” if we purposefully and systematically engage them in the processes that mirror the processes in which physicists engage when they construct and apply knowledge. For such engagement to occur, we need to deeply re-conceptualize the role of experiments in physics instruction and their interaction with the theory. However, most importantly, we need to rethink the role of the instructor in the classroom

Pedagogical content knowledge and preparation of high school physics teachers

This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK). The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is to provide information about a possible structure, organization, and individual elements of a program that prepares physics teachers. The philosophy of the program and the coursework can be implemented either in a physics department or in a school of education. The paper provides details about the program course work and teaching experiences and suggests ways to adapt it to other local conditions

Time to Change

This paper, presented at the 2002 Physics Education Research Conference, describes alternative formative assessment techniques and their implementation in an introductory physics course. These techniques help students develop some abilities that are used by scientists and engineers: reflection on the knowledge construction, question posing, statement evaluation, and convincing others in the viability of their knowledge

¿Podemos ensinar os alunos a pensar como cientistas enquanto aprendem ciências?

In the past 20 years the educational community has accumulated enough data to say with conviction thatinteractive engagement methods lead to better student learning gains than traditional transmission-modemethods (MICHAEL, 2006; FREEMAN et al., 2014). As MITCHELL WALDROP (2015) said “At this point itis unethical to teach in any other way.” But what is this way? There are many models of interactive engagement methods. One popular approach is the “flipped classroom” (FULTON, 2012). In the flipped classroom students read the textbook (or watch a video with the instructor explaining the material), then come to class and discuss what they read through answering questions posed by the instructor. They often work in pairs and participate in voting for the best answer. An example of a flipped classroom in physics education is the method of Peer Instruction (MAZUR, 1997). While the students in these classrooms work collaboratively answering questions and the professor limits lecturing to a minimum, the knowledge that students begin with comes from authority. Students get acquainted with physics concepts by reading the book or watching a video with an authority figure on the screen. While such methods lead to more learning than traditional lecturing, what message about physics are they sending to the students? One answer is that science is an area of study that can be learned by reading the book and discussing what you read in class. Is this the message we want our students to get from our science classes

¿Podemos ensinar os alunos a pensar como cientistas enquanto aprendem ciências?

In the past 20 years the educational community has accumulated enough data to say with conviction thatinteractive engagement methods lead to better student learning gains than traditional transmission-modemethods (MICHAEL, 2006; FREEMAN et al., 2014). As MITCHELL WALDROP (2015) said “At this point itis unethical to teach in any other way.” But what is this way? There are many models of interactive engagement methods. One popular approach is the “flipped classroom” (FULTON, 2012). In the flipped classroom students read the textbook (or watch a video with the instructor explaining the material), then come to class and discuss what they read through answering questions posed by the instructor. They often work in pairs and participate in voting for the best answer. An example of a flipped classroom in physics education is the method of Peer Instruction (MAZUR, 1997). While the students in these classrooms work collaboratively answering questions and the professor limits lecturing to a minimum, the knowledge that students begin with comes from authority. Students get acquainted with physics concepts by reading the book or watching a video with an authority figure on the screen. While such methods lead to more learning than traditional lecturing, what message about physics are they sending to the students? One answer is that science is an area of study that can be learned by reading the book and discussing what you read in class. Is this the message we want our students to get from our science classes

Can we teach students to think like scientists while learning science?

In the past 20 years the educational community has accumulated enough data to say with conviction thatinteractive engagement methods lead to better student learning gains than traditional transmission-modemethods (MICHAEL, 2006; FREEMAN et al., 2014). As MITCHELL WALDROP (2015) said “At this point itis unethical to teach in any other way.” But what is this way? There are many models of interactive engagement methods. One popular approach is the “flipped classroom” (FULTON, 2012). In the flipped classroom students read the textbook (or watch a video with the instructor explaining the material), then come to class and discuss what they read through answering questions posed by the instructor. They often work in pairs and participate in voting for the best answer. An example of a flipped classroom in physics education is the method of Peer Instruction (MAZUR, 1997). While the students in these classrooms work collaboratively answering questions and the professor limits lecturing to a minimum, the knowledge that students begin with comes from authority. Students get acquainted with physics concepts by reading the book or watching a video with an authority figure on the screen. While such methods lead to more learning than traditional lecturing, what message about physics are they sending to the students? One answer is that science is an area of study that can be learned by reading the book and discussing what you read in class. Is this the message we want our students to get from our science classes