Physics

American Association of Physics Teachers 2021 AAPT Summer Meeting; Washington, DC

Event Date: 
Sat, 07/31/2021 (All day) to Wed, 08/04/2021 (All day)
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American Association of Physics Teachers 2021 AAPT Winter Meeting; Portland, OR

Event Date: 
Sat, 01/09/2021 (All day) to Wed, 01/13/2021 (All day)
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PhET Interactive Simulations

Collection of 158 free interactive math and science simulations from University of Colorado Boulder. Engage students in math and science practices, and virtual labs, during remote learning. Find over 2,000 sim-based lessons under teacher resources. 

Author/Presenter: 
Kathy Perkins
Lead Organization(s): 
Year: 
2020
Short Description: 

Collection of 158 free interactive math and science simulations from University of Colorado Boulder. Engage students in math and science practices, and virtual labs, during remote learning. Find over 2,000 sim-based lessons under teacher resources. 

American Association of Physics Teachers 2020 AAPT Summer Meeting; Grand Rapids, MI - VIRTUAL

Event Date: 
Sat, 07/18/2020 (All day) to Wed, 07/22/2020 (All day)

Due to the COVID-19 pandemic, this conference will be held virtually.

To learn more, visit https://www.aapt.org/Conferences/meetings.cfm

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American Association of Physics Teachers 2020 AAPT Winter Meeting; Orlando, FL

Event Date: 
Sat, 01/18/2020 (All day) to Tue, 01/21/2020 (All day)
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“This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment

Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment. Research in Science Education.

Author/Presenter: 
Lama Z. Jaber
Elizabeth Hufnagel
Jennifer Radoff
Year: 
2019
Short Description: 

This article discusses supporting inquiry in an online learning environment.

Examining physics identity development through two high school interventions

As part of the STEP UP project, a national initiative to empower high school teachers to inspire young women to pursue physics degrees in college, we developed two lessons for high school physics classes that are intended to facilitate the physics identity development of female students. One discusses physics careers and links to students' own values and goals; the other focuses on a discussion of underrepresentation of women in physics with the intention of having students elicit and examine stereotypes in physics.

Author/Presenter: 
Hemeng Cheng
Geoff Potvin
Raina Khatri
Laird Kramer
Robynne M. Lock
Zahra Hazari
Year: 
2018
Short Description: 

Using structural equation modeling, the researchers test a path model of various physics identity constructs, extending an earlier, established model. In this paper, they also compare a preliminary structural analysis of students' physics identities before and after the career lesson, with an eye towards understanding how students' identities develop over time and due to these experiences.

Resource(s): 

Dynamics of Scientific Engagement in a Blended Online Learning Environment

We investigate in-service teachers’ scientific engagement in a blended online science inquiry course. We analyze a shift from teachers following instructions to doing science themselves, and we characterize it at two levels: first, in how teachers engaged in individual sense-making; and second, in how they oriented to the online community as a space for collaboration and collective knowledge building.

Author/Presenter: 
Vesal Dini
Lama Jaber
Ethan Danahy
Lead Organization(s): 
Year: 
2019
Short Description: 

Authors investigate in-service teachers’ scientific engagement in a blended online science inquiry course. A key implication of this study is the importance of instructional attention to epistemology and affect to create online learning environments that promote productive framings of scientific inquiry.

Teaching About Energy

In this article, we draw upon the Conceptual Profile Theory to discuss the negotiation of meanings related to the energy concept in an 11th grade physics classroom. This theory is based on the heterogeneity of verbal thinking, that is, on the idea that any individual or society does not represent concepts in a single way. According to this perspective, the processes of conceptualization consist of the use of a repertoire of different socially stabilized signifiers, adjusted to the context in which they occur.

Author/Presenter: 
Orlando Aguiar Jr.
Hannah Sevian
Charbel N. El-Hani
Year: 
2018
Short Description: 

In this article, we draw upon the Conceptual Profile Theory to discuss the negotiation of meanings related to the energy concept in an 11th grade physics classroom.

Project Accelerate: Bringing AP® Physics 1 to Underserved Students

Economically disadvantaged and underrepresented high school students in many urban, rural, and small suburban communities don’t have access to Advanced Placement® (AP®) courses either because of a lack of trained teachers, limited or no AP program, or a school history of low participation. Physics is often a “gate keeper” course to entry into physical science, technology, engineering and mathematics (STEM) careers and academic programs.

Author/Presenter: 
Mark D. Greenman
Andrew Duffy
Lead Organization(s): 
Year: 
2018
Short Description: 

Project Accelerate is a partnership program between Boston University (BU) and the nation’s high schools combining the supportive infrastructures from the students’ traditional school with a highly interactive private edX online instructional tool to bring a College Board accredited AP Physics 1 course to schools not offering this opportunity. During the 2015-16 academic year, Boston University piloted this model with four Boston Public School (BPS) high schools and three small suburban high schools. During the first year of the pilot, students enrolled in Project Accelerate outperformed their peer groups enrolled in traditional AP Physics 1 classrooms.

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