STATE ART GETTING STARTED PHYSICS EDUCATION …pef/aulas_seminarios/seminarios/2016_2_08... · Physics Department &! ... L. C. (1980). Investigation of student understanding of the

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Noah Finkelstein, UFF & UFRJ, 8 -Nov-2016 1

Noah FinkelsteinPhysics Department &!

Center for STEM Learning!Timmerhaus Teaching Ambassador!

University of [email protected]

PER@ CU-Boulder

APS- SBF Physics Professor Lecture Series8 Nov 2016

Instituto de Física

Universidade Federal do Rio de Janeiro

STATE OF THE ART & GETTING STARTED IN

PHYSICS EDUCATION RESEARCH

Funded by: National Science Foundation Association of American Universities Association of Public & Land-grant Univ. William and Flora Hewlett Foundation American Association of Physics Teachers Physics Teacher Education Coalition American Institute of Physics American Physical Society National Math & Science Initiative Howard Hughes Medical Institute

Grad Students: Simone Hyater-Adams Ian Her Many Horses Jessica Hoy George Ortiz Enrique Suarez Bethany Wilcox +recent grads (4 PhD) + many participating faculty and LAs

Teachers / Partners / Staff: Shelly Belleau, John Blanco Kathy Dessau, Jackie Elser Molly Giuliano, Kate Kidder Trish Loeblein, Chris Malley Susan M. Nicholson-Dykstra Oliver Nix, Jon Olson Emily Quinty, Sam Reid Sara Severance

Faculty: Melissa Dancy Michael Dubson Noah Finkelstein Heather Lewandowski Valerie Otero Robert Parson Kathy Perkins Steven Pollock Carl Wieman*

Postdocs/ Scientists: Michael Bennett Stephanie Chasteen Joel Corbo Dimitri Dounas-Frazer Karina Hensberry Christine Lindstrøm Emily Moore Ariel Paul Qing Ryan"Jacob Stanley

PHYSICS EDUCATION RESEARCH AT CU BOULDER

PER@ CU-Boulder

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Adam Blanford Adam Light Akira Miyake Alice Healy Anastasia Maines Andrea Bair Andrew Martin Angel Hoekstra Angela Bielefeldt Anne Bekoff Anne Dougherty Anne Gold Anne-Barrie Hunter Anne-Marie Hoskinson Anthony Bosman Ariel Paul Audrey Schaiberger Barbara Kraus Barry Kluger-Bell Ben Spike Ben Van Dusen Benjamin Zwickel Bethany Wilcox Bill Wood Brian Argrow Brian Couch Callie Pilzer Cathy Regan Chandra Turpen Charles Baily Clayton Lewis Colin Wallace

Corrie Colvin Danny Caballero Daria Kotys-Schwartz David Aragon David Webb Derek Reamon Diane Sieber Dick McCray Don Cooper Donna Coccamise Doug Duncan Doug Haller Ed Johnsen Eleanor Waxman Emly Moore Enrique Lopez Eric Stade Evelyn Puaa Fran Bagenal Garrett Nicodemus Gene Glass George Ortiz Heather Lewandowski Hilarie Nickerson Hunter Close Ian Caldwell Ian Her Many Horses Ingrid Ulbrich Jana Watson-Capps Jane Meyers Jane Stout Janet Casagrand

Leilani Arthurs Lindsay Anderson Lorrie Shepard Louisa Harris Maegan Gilmour Margaret Asirvatham Marie Boyko Marina Cogan Marina Kogan Marina LaGrave Mary Ann Shea Mary Nelson Mateo de Valenzuela May Lee Melanie Yee Melinda Picket-May Melissa Dancy Michael Dubson Michael Wittman Mike Klymkowsky Mike Ross Miranda Rieter Nancy Guild Nathan Canney Noah Finkelstein Noah Podolefsky Okhee Lee PJ Bennett Rachel Pepper Rob Tubbs Robert Parson Robynn Lock

Janet Tsai Jean Hertzberg Jeffrey Shainline Jenn Paul Glaser Jennifer Stempien Jenny Knight Jerry Rudy Jessica Gorski Jia Shi Jim Curry John Basey John Blanco John Falconer John Stocke Joshua Myatt Juan Ramirez Julia Chamberlain Kara Gray Kate Kidder Kathy Perkins Katie Hinko Katie Southard Kelly Battin Kelly Lancaster Kevin McElhaney Kim Trenbath Krista Marshall Laird Kramer LaRuth McAfee Laura Border Lauren Kost-Smith Laurie Langdon

Roger Larson Ryan Grover Sam Reid Sandra Laurson Sara Brownell Sarah Wise Scott Franklin Seth Hornstein Seyitriza Tigrek Stacey Forsyth Stephanie Chasteen Stephanie Mollborn Stephanie Rivale Stephen Butler Steve Iona Steve Pollock Susan Hendrickson Teresa Foley Tiffany Ito Travis Lund Trish Loeblein Tyler Schelpat Ulaff (Benjamin Uma Swamy Valerie Otero Valerie Williams Victoria Hand Virginia Ferguson Wahab Baouchi

Why Education?

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Individual Empowerment Societal Empowerment Workforce / Economic

Development

Why PER?

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Why PER? As a subfield of physics like all others (Basic) •  Studying cognitive

processes •  Ontological conceptions

of physics •  Analogy use •  Theory

In Service to Physics & Education (Applied) •  Curricular development •  Transforming courses •  Addressing challenges:

–  K12 teachers –  1M more STEM Majors –  Faculty development

A Third Space? Transforming Physics

•  Changing what counts as physics content, process

•  Who does physics… •  ???

Trad’l Model of Education Instruction viatransmissionIndividual Content (e.g. circuits)transmissionist

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Built in to our classes?

diSessa, A. (1980). Momentum flow as an alternative perspective in

elementary mechanics. American Journal of Physics, 48, 365-369.

Trowbridge, D. E., McDermott, L. C. (1980). Investigation of student understanding of the concept of velocity in one dimension. American Journal of Physics, 48, 1020-1028.

Champagne, A. B., Klopfer, L. E. , Anderson, J. (1980). Factors influencing the learning of classical mechanics. American Journal of Physics, 48, 1074-1079.

1980’s establish PER in US

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Viennot, L. (1979). Spontaneous reasoning in elementary dynamics. European Journal of Science Education, 1(2), 205-221.

Larkin, J., et al. (1980). Expert and novice performance in solving physics problems. Science, 208(4450), 1335-1342.

McCloskey, et al. (1980). Curvilinear motion in the absence of external forces: Naive beliefs about the motion of objects. Science, 210(5), 1139-1141.

Chi, M. T. et al. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121 - 152.

Clement, J. (1982). Student preconceptions in introductory mechanics. American Journal of Physics, 50, 66.

Hewson, P. W. (1981). A conceptual change approach to learning science. European Journal of Science Education, 3(4), 383-396.

Posner, G., et al. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.

A possible tipping point

•  Force Concept Inventory

•  Multiple choice survey (pre/post) •  A necessary (likely not sufficient)

measure of understanding: – Most basic concepts – Research based (with distracters) – Good to demonstrate lack of learning

* Halloun and Hestenes, AJP, (1985); �Hestenes, Wells, Swackhamer, Physics Teacher 20, (92) 141

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R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).

<g> = post-pre 100-pre

traditional lecture

FCI I

Take home message:

Students learn about 25% of the most basic concepts (that they don’t already know).

Force Concept Inventory

Mazur (1997; 2004)

(b) …

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(b) …

conventional conceptual

49% 69%

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PER Theoretic Background Instructionvia transmissionIndividual Content (E/M)transmissionist

IndividualPrior knowledge Content

Activeconstruction

constructivist

actively engaging students is important

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Personal Response System

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

A B C D E

Question 2

Tutorials in Introductory Physics

Reconceptualize Recitation Sections •  Materials •  Classroom format / interaction •  Instructional Role

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Proven Curricula D.E. Trowbridge and L. C. McDermott, "Investigation of student understanding of the concept

of acceleration in one dimension," Am. J. Phys. 49 (3), 242 (1981).D.E. Trowbridge and L. C. McDermott, "Investigation of student understanding of the concept

of velocity in one dimension," Am. J. Phys. 48 (12), 1020 (1980)R.A. Lawson and L.C. McDermott, "Student understanding of the work-energy and impulse-

momentum theorems," Am. J. Phys. 55 (9), 811 (1987) L.C. McDermott and P.S. Shaffer, "Research as a guide for curriculum development: An

example from introductory electricity, Part I: Investigation of student understanding." Am. J. Phys. 60 (11), 994 (1992); Erratum to Part I, Am. J. Phys. 61 (1), 81 (1993).

P.S. Shaffer and L.C. McDermott, "Research as a guide for curriculum development: An example from introductory electricity, Part II: Design of instructional strategies." Am. J. Phys. 60 (11), 1003 (1992)

L.C.McDermott, P.S. Shaffer and M. Somers, "Research as a guide for curriculum development: An illustration in the context of the Atwood's machine," Am. J. Phys.62 (1) 46-55 (1994).

More: see http://www.phys.washington.edu/groups/peg/pubsa.html

Tutorial Materials Hands-on, Inquiry-based, Guided, Research-based

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Trad'l Recitation vs Tutorial

Finkelstein and Pollock, (2005). Phys Rev ST PER, 1,1.010101 Trowbridge and McDermott," Am. J. Phys. 49 (3), 242 (1981).

0 10 20 30 40 50 60 70 80 90

100

Newton & constraints

Force diagrams Newton III Combine Newton's Laws

UW - No Tut UW - with Tut CU - with Tut

Impact and Reproducibility

%

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by actively engaging students…

R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).

<g> = post-pre 100-pre

red = trad, blue = interactive engagement

FCI

at CU Back to the FCI

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0

0.1

0.2

0.3

0.4

0.5

0.6

0.08 0.14 0.20 0.26 0.32 0.38 0.44 0.50 0.56 0.62 0.68

Fractio

n o

f Courses

Pollock & Finkelstein, Physical Review, 4, 010101 (2008).

<g> = post-pre � 100-pre

traditional lecture

Engagement in Learning

interactive engagement

CU - IE & Tutorials

CU - IE & trad recitations

learning gainHake 1998, AJP (original data)

“If the experiments analyzed here had been conducted as randomized controlled trials of medical interventions, they may have been stopped for benefit” -Freeman, PNAS 2014

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Valerie Otero (lead)Steven Pollock (phys)

V. Otero, N.D. Finkelstein, S.J. Pollock and R. McCray (2006). Science, 313, 445

Teacher Recruitment & Preparation

Curriculum and course

transformation

Institutional change

Discipline-Based Education Research

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Courses Transformed using Learning Assistants (LAs)

These LAs make up the pool from which we recruit (a

nd

prepare) new K-12 teachers

More Teachers in Areas of Need

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IndividualPrior knowledgeStudent backgroundAttitudes and BeliefsAffect

Content Active

constructionEnhanced

constructivist

Attitudes & Beliefs:

Edward F. Redish, et al, Am. J. Phys. 66, 212-224 (1998).

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Attitudes and Beliefs

Assessing the “hidden curriculum” - beliefs about physics and learning physics

Examples: !• “I study physics to learn knowledge that

will be useful in life.”!• “To learn physics, I only need to memorize

solutions to sample problems”!

Adams et al, (2006). Physical Review: Spec. Topics: PER, 0201010

Shift (%) (“reformed” class)-6-8-12-11-10-7-17+5(All ±2%)

CLASS categories

Real world connect...Personal interest........Sense making/effort...Conceptual................Math understanding...Problem Solving........Confidence................Nature of science.......

Engineers: -12

Phys Male: +1Phys Female: -16

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U.S. phase transition • APS Statement 99:2 (1999): endorsing PER in physics • PERLOC (2006): establish a governance board

• Conferences in PER – PERC (since 1997 ) – Gordon Conferences in PER (2000) – Frontiers and Foundations in PER (2005) – Fermi Summer School (2003)

• Peer Reviewed Venues – Am Jour. Of Physics - PER Supplement (1990’s) – PERC Proceedings (of the PER Conference) (2000) – Physical Review: ST Physics Education Research (2005)


IndividualPrior knowledge

Content (E/M)Constructionconstructivistbasic constructivist

Contextual constructivist context

IndividualPrior knowledgeAttitudes and BeliefsStudent backgroundAffect

Content (E/M)

Tools / Instructor . . .

Finkelstein, N. (2005) Context in the Context of Physics Education, IJSEFinkelstein, N. (2005-2010). NSF CAREER Grant: REC# 0448176

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a contextual perspective

people's knowing & cognition in physics is situated within social, cultural and

historical contexts

Theoretical Framework

Contextual constructivist

context

IndividualPrior knowledge Content (physics)

Instructor/ Tools . . .

Finkelstein (2005), adapted from Cole, M. (1996), Cultural Psychology

i.  tools mediate our understanding / cognitive processesii.  context shapes how we might use these tools

Contextual Constructivism

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Tools allow thought

Theorem: If a moving particle, carried uniformly at constant speed traverses two distances, then the time interval required are to each other in the ratio of their distances. (followed by 2 page geometric proof).

€

d2 = r ∗ t2

€

d1 = r ∗ t1

From diSessa (2000) Changing Minds

A Story of Galileo: 6 theorems of a genius

€

t1t2

=d1d2

algebra

Meaning of tools Evolutionary (biological):

If T(x,y)= c (x2 +y2) ‘c’ is constant !What is T(r,θ)? !!!!!!Redish, drawing from Manogue, World View on Physics

Education in 2005, Delhi, August 21-26, 2005. !

Physicists: c r2 !Mathematician: c (r2 + θ2)

And cultural:

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Departmental Level!

Embedded Context(s)

Course (Physics I)!

Class activity (Tutorial)!

Task (2-D drawing)!

Concept!Student!

Frames of Context

Finkelstein, N. (2005). Int. J. Science Education.

Theme Frame of contex t

i. Tools ii. Practices iii. Norms

a. Individ'l

b. Course

c. Depart'l

A broad perspective

PhET simulations

Clickers& Tutorials

CLASS-Student attitudes /

beliefs

N.D. Finkelstein, et al," J of Online Learn & Tching, 2,3, 109. (2006).K.K. Perkins, et al. Physics Teacher 44(1), 18 (2006)N D. Finkelstein, et al, Physical Review, ST: Physics Education Research, 1, 010103 (2005).

C. Baily and N. Finkelstein, Phys. Rev. ST Physics Ed. Research, 6, 020113 (2010). W.K. Adams, et al, Physical Review, ST: Physics Education Research. 2,1,010101 (2006). K.K. Perkins,et al. Proceedings of the 2005 PER Conference (PERC) AIP Press. 818, (2006).

C. Turpen and N.D. Finkelstein, Phys. Rev. ST Physics Ed. Research 6, 020123 (2010).S. Pollock and N. Finkelstein, Phys. Rev. ST Physics Ed. Research 4, 010110 (2008)N.D. Finkelstein & S.J. Pollock, Physical Review, ST: PER, 1, 010101 (2005)

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Foregrounding Context in PER

NSF 0448176, CAREER: 2005-2011.

Themes Frames of Context

i. Tools

ii. Practices

iii. Norms

a. Individ’l

Representation Analogy

PhET

Tch to Lrn Physics Labs

Talking Physics

Class (beliefs) Interp in QM

b. Course

Sims in Class Clickers in Class

Using Reps & Analogy

Course Redesign Clicker Use

Tutorials

Tutorial Adaptation Tchng Interpret.

Gender intervention

c. Depart’l Faculty use of PER

Frameworks of change TA, PD, Fac Dvmt Community Partnr

Dept’l norms Partnership in Phys

Inclusion

actively engaging is important

what people know affects what they learn

tools & contexts shape what

students learn

Instructional implications:

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Current Directions •  Reconsidering educational environments •  Beyond conceptual mastery:

–  lab skills –  identity / belonging –  faculty practices / engagement

•  Underpinning neural / cognitive processes •  Systemic factors

Considering Environments

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Faculty Roles in Classroom

Low collab. High collab.

GREEN:•  Rarely (11% of the time) left the

stage. •  Occasionally (25% of the time)

answered student questions•  Never discussed w/ students•  Always heard student explanations,

Usually heard only one correct student explanation

•  Usually quick to reveal correctness of student explanation

YELLOW:

RED:

•  Rarely (12% of the time) left the stage. •  Rarely (19% of the time) answered student questions•  Rarely (8% of the time) discussed with students•  Rarely (17% of the time) heard student explanations•  When heard student ex., heard from at least 2 students on

average

•  Often (69% of the time) left the stage•  Often (63% of the time) answered

student questions, Often (84% of the time) discussed with students

•  Usually heard student explanations, and usually heard from multiple students

•  Usually withheld expert evaluation of answer correctness until consensus developed

Turpen 2010,2012

Lectures Labs

NRC Report on Discipline-Based Education Research (2012)

“Across the disciplines in this study, the role of the laboratory class is poorly understood.”

New Directions in Physics Education Research

Introductory Upper-division

Lewendowski & collaborators

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Learning Goals in Experiment

Zwickl 2013,2014

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Beyond Concepts

Survey of Physics 1

Lewis (in review)

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Survey of Physics 1

Lewis (in review)

ATOM

• Electron revolves around nucleus • Nucleus attracts electron

How do we connect representations, objects, schema?

blending

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SOLAR SYSTEM

• Planet revolves around sun • Sun attracts planet` • Sun is yellow

ATOM

Solar System Frame Atom Content

Counterpart connection

Apply frame

ATOM

• Electrons • Nucleus • Confined to atom

Bohr Atom Blend

revolves around Electron nucleus

•  _ • Nucleus attracts electrons • Orbits are energy levels

Adapted from Fauconnier & Turner (2002)Podolefsky and Finkelstein, Phys Rev: STPER (2007)

Future Directions?

It’s tough to make predictions, especially about the future

- Yogi Berra

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Future Directions?

•  Cross DBER work – Physics for biologists (Maryland) – Computational thinking (MSU)

•  Broader questions in physics: –  identity –  informal learning –  inclusion (bridging theory / practice)

•  Institutional change

Interdisciplinary Work

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Cross Disciplinary Skills

Addressing National Trends

•  Shifting Demographics •  Stronger Interest in STEM •  More Complex Pathways •  Rotten Completion Rates

https://www.nap.edu/catalog/21739/barriers-and-opportunities-for-2-year-and-4-year-stem-degrees

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Changing Within

•  Shifting Demographics •  Stronger Interest in STEM •  More Complex Pathways •  Rotten Completion Rates

https://www.nap.edu/catalog/21739/barriers-and-opportunities-for-2-year-and-4-year-stem-degrees

6 Conclusions 9 Recommendations

legislative - classroom

FIGURE 2-5 Cumulative percentage of 2004 STEM aspirants who completed STEM degrees in 4, 5, and 6 years. SOURCE: Eagan et al. (2014, Fig. 7).

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Studies of Change Efforts

Key Findings:•  Focus on the department•  Balance prescriptive and emergent•  Holistic / Ecosystem Approach•  Need for Maintenance

On Institutional Change

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Two Approaches to Change

ADMINISTRATION

DEPARTMENT

INDIVIDUALS

OUTSIDE-IN APPROACH

Enacting Policy

Developing Reflective Teachers

Disseminating Curriculum and

Pedagogy

MIDDLE-OUT APPROACH

Developing Shared Vision

Developing Reflective Teachers

Corbo et al 2016

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Fin

Much more at: per.colorado.edu

Documents

STATE ART GETTING STARTED PHYSICS EDUCATION …pef/aulas_seminarios/seminarios/2016_2_08... · Physics Department &! ... L. C. (1980). Investigation of student understanding of the