Physics

Fostering high school students’ conceptual understanding and argumentation performance in science through Quality Talk discussions

Flourishing in today's global society requires citizens that are both intelligent consumers and producers of scientific understanding. Indeed, the modern world is facing ever‐more complex problems that require innovative ways of thinking about, around, and with science. As numerous educational stakeholders have suggested, such skills and abilities are not innate and must, therefore, be taught (e.g., McNeill & Krajcik, Journal of Research in Science Teaching, 45(1), 53–78. 2008).

Author/Presenter: 
P. Karen Murphy
Jeffrey A. Greene
Elizabeth Allen
Sara Baszczewski
Amanda Swearingen
Liwei Wei
Ana M. Butler
Year: 
2018
Short Description: 

The purpose of our quasi‐experimental study was to examine the effectiveness of Quality Talk Science, a professional development model and intervention, in fostering changes in teachers’ and students’ discourse practices as well as their conceptual understanding and scientific argumentation. Findings revealed treatment teachers’ and students’ discourse practices better reflected critical‐analytic thinking and argumentation at posttest relative to comparison classrooms.

Towards Meaningful Physics Recognition: What does this recognition actually look like?

In the February 2017 issue of The Physics Teacher, an article was presented that highlighted the importance of high school physics teachers in inspiring women in physics, particularly by recognizing them as being a “physics person.”1 Drawing on data from over 900 female undergraduates in physics, the article showed that the largest fraction became interested in physics careers during high school.
Author/Presenter: 
Zahra Hazari
Cheryl Cass
Year: 
2018
Short Description: 

This article examines recognition by presenting the case of a physics teacher, Dr. D, and his student, Kristina, to address the question: What are the ways in which a young woman perceives recognition from her teacher?

Leveraging Open Source Tools across NSF-funded Projects: Partnerships, Integration Models, and Developer Communities

STEM Categorization: 
Day: 
Fri

Discuss the potential utility of CODAP and other open source tools in your work, effective cross-project partnerships, and supporting developer communities around open source materials.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

Goal: Participants will explore the spectrum of “working together” from collaboration to community. Alongside participant examples, CODAP will be used as a model to explore the range of possibilities.

Objectives: That participants

Session Types: 

Infusing Engineering into Secondary-level Classes

STEM Categorization: 
Day: 
Fri

Participants learn about approaches to infusing or integrating engineering concepts into secondary-level science classrooms and engage in an analysis of two projects’ products and outcomes.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

The session will feature the experiences, outcomes, and materials from two engineering-oriented DR K-12 projects. The two projects, INFUSE and INSPIRES, use different approaches to teacher professional development with the goal of preparing science teachers to infuse or integrate engineering into their classrooms. They have both developed a unique set of materials designed to impact science and technology outcomes (working on a combination of curriculum development, professional development, and research).

Session Types: 

Productivity of “collisions generate heat” for reconciling an energy model with mechanistic reasoning: A case study

Scherr, R. E. & Robertson, A. D. (2015). The productivity of ‘collisions generate heat’ for reconciling an energy model with mechanistic reasoning: A case study. Physical Review Special Topics – Physics Education Research 11(1), 010111-1 – 010111-16.

Author/Presenter: 
Rachel E. Scherr
Amy D. Robertson
Lead Organization(s): 
Year: 
2015
Short Description: 

We observe teachers in professional development courses about energy constructing mechanistic accounts of energy transformations. We analyze a case in which teachers investigating adiabatic compression develop a model of the transformation of kinetic energy to thermal energy. Among their ideas is the idea that thermal energy is generated as a byproduct of individual particle collisions, which is represented in science education research literature as an obstacle to learning. We demonstrate that in this instructional context, the idea that individual particle collisions generate thermal energy is not an obstacle to learning, but instead is productive: it initiates intellectual progress. Specifically, this idea initiates the reconciliation of the teachers’ energy model with mechanistic reasoning about adiabatic compression, and leads to a canonically correct model of the transformation of kinetic energy into thermal energy. We claim that the idea’s productivity is influenced by features of our particular instructional context, including the instructional goals of the course, the culture of collaborative sense making, and the use of certain representations of energy.

The Learning Portal: Hundreds of Free Digital Activities Using Models and Probes

The Innovative Technology in Science Inquiry (ITSI) project is a learning portal with hundreds of free, customizable science, math,

Author/Presenter: 
Carolyn Staudt
Camden Hanzlick-Burton
Carol Williamson
Cynthia McIntyre
Lead Organization(s): 
Year: 
2015
Short Description: 

Pages

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