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With the support of a PhysTEC Recruitment Grant, Bridgewater State University (BSU) is working with two of our feeder community colleges to provide Get the Facts Out (GFO) and early teaching experiences. Due to the pandemic our community college partners are 100% online and asynchronous. The asynchronous aspect makes it very difficult to reach the students, so we re-invent how to present GFO to the introductory physics classes. Our solution was to develop video homework problems that embedded parts of our GFO presentation. BSU’s TIR Allison Daubert developed the videos which feature students in the BSU’s Physics Education Group. The video homework problems are in a central youtube channel allowing for easy assignment by the community college professors. The community college professors assign the video homework as a graded part of the course assuring all the students view the videos.

AAPT SM 21

Video Solution to GFO for Asynchronous Community Colleges Courses

video homework

phystec

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After instruction, many students apply basic physics knowledge correctly to solve problems that require straightforward applications of that knowledge. At the same time, some students struggle to apply the same knowledge in situations that elicit alternative intuitive ideas. To recognize an inconsistency between such intuitive ideas and formal knowledge, a process of conflict detection and override must be initiated. However, for this process to be sustained, students must articulate criteria that must be satisfied to accept or reject an intuitive response. It appears that many students need explicit instruction to help them recognize that the same physics knowledge could be used 1) as a tool for solving a given problem and 2) as a criterion for checking for the validity of intuitive responses. We will describe our efforts to design instruction in an introductory calculus-based Mechanics course that focuses on the second aspect of physics knowledge.

Developing skills for validity checking of intuitively appealing responses

The ability to effectively engage in evidence-based decision-making is an important educational outcome. Over the past decade, we have developed and evaluated a lab curriculum in which all activities are designed around the theory-evidence coordination framework to advance select reasoning skills. For each lab, students address a central research question, and guided activities explicitly emphasize causal and hypothetical reasoning embedded in cycles of inquiry, reflection, evaluation, and communication of outcomes. Due to the pandemic, the labs were redesigned for online synchronous delivery where students worked in groups of four in Zoom breakout rooms. The presentation will showcase the underlying reasoning framework that can be used by others to develop their own materials, discuss how students were still able to collect data and create mathematical models in the online format, and compare learning outcome data for both the online and face-to-face settings. Access to the lab materials will also be provided. 
*Partially supported by the NSF IUSE 1431908


Comparing In-person and Online Physics Labs for Developing Scientific Reasoning

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Doing Physics and Being Chicana and Indigena

It can be difficult for introductory physics students to understand the nature of electric fields because electric fields are not tangible nor visible. With the intent of providing students the tools to help them understand electric fields, we conducted a study, via Zoom, in which we tested the efficacy of three technological learning tools in developing student understanding of electric fields. The tools, developed by our team, include a video lesson, an electric field simulator, and an online electric field game. The students in two sections of a second-semester, algebra-based physics course were each randomly assigned to use one of the three tools. All completed pre- and post-activity diagnostics including questions targeting the learning objectives, beliefs about physics, and learning preferences. We will discuss the results of our study and the implications on the development of future tools.

Assessing the efficacy of technological tools to teach electric fields

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Developing Entrepreneurial Mindset through iOLab-based Activities in Introductory Physics Courses

Because electric fields cannot be touched or seen, simulations are often utilized to build students' understanding of them by providing them with a visual representation of electric fields and the motion of test charges through them. We developed a game to address these challenges. The goal of the game is to guide a test charge through a racetrack using an electric field that the player creates. As a student plays the game, they will see dynamic electric field lines created by the charges they place on the screen, as well as the trajectory of test charges through the electric field. Our aim in the gamification of a more traditional electric field simulation is to improve motivation and engagement in the material. Both the game and the simulation that we built before it are built in JavaScript, so they will run on most browsers on a computer or mobile device.


Gamification of Electric Fields to Improve Students’ Understanding and Engagement

In this study of a large enrollment introductory physics course, I investigated students' use of free online resources (YouTube, Khan Academy, Chegg) and newly-implemented class resources since the Covid-19 transition to remote learning. In my mixed-methods approach, I surveyed and interviewed students on their perceptions and use of expanded course resources which include: pre-lecture module with introductory videos, quizzes with instructional feedback, tutorial assignment with low-stakes grading parameters, and demonstration videos. Students also engage with weekly activities similar to pre-Covid-19 but adapted to the remote setting, including synchronous remote lectures and active-learning recitations, asynchronous recitation quizzes as exam-like practice, and online homework assignments. The survey data suggest students value the expanded course resources as helpful to their learning, and report little use of solutions sites like Chegg. Despite increased accessibility of virtual meetings, students still do not engage frequently with course office hours or the University Learning Centers.

Resources in Introductory Physics: Multiple Modes of Engagement and Feedback

We examined the prevalence of rapid answer copying among university students completing online homework for an introductory level calculus-based physics course taught remotely during the COVID pandemic. We first compared the attempt duration distribution of 26 problems, between 42 students who self-reported as having completed the homework by themselves against the rest of the class. Significant differences were detected for 3 out of 26 problems. We then identified abnormally short problem attempts indicative of potential rapid answer copying, by fitting the attempt duration distribution of each problem with finite-mixture models, using mixtures of either normal or skewed distributions. We detected a significantly smaller fraction of short attempts from self-reporting students on only 3 out of 26 problems, and found no statistically significant difference in percentage correct of short attempts between the populations. In conclusion, our analysis did not find evidence indicating wide-spread rapid answer copying among students. We also explored differences in learning behavior between the two populations by applying process mining to the event logs of one of the homework learning modules, which reveals that some students may have copied answers after spending longer time or using multiple attempts on a given problem. However, this form of answer copying is also unlikely to be prevalent since the percentage correct on normal attempts are also similar between the two populations on most problems.

A data driven study of students' completion of online homework

This talk will introduce a modern Open Education Resources (OER) flipped classroom curriculum developed for an introductory algebra-based physics sequence. These resources were created by the Project BoxSand PER group at Oregon State University with support from OSU’s Ecampus. This curriculum is unique in its ground up design from hundreds of fine grain learning objectives, powerful built in research framework to which resources are coded, and suitability for both in person and remote delivery. The development process, curriculum examples, and how to access the resources (including direct LMS integration) will be presented. The currently available OER includes pre-lecture, lecture, and post-lecture activities. A laboratory curriculum with modern learning objectives, designed with remote learning in mind, will soon be available. OSU has partnered with Vernier to provide the OER lab manual with physical lab kits for rent or purchase. Other resources, including a sizeable question database will be available soon.

A Free, OER, PER-based, PER-focused Curriculum for Introductory Physics

Remote laboratory work has greatly expanded due to in part the recent global pandmeic. Many departments transitioned into remote learning without much previous experience with remote learning practices. I present here a study examening students social learning experiences in in-person and remote physics laboratories as they relate to their interactions with their peers and their instructors. I also examen their physics laboratory self-efficacy. These factors were compared using an analysis of variance to examen potential differences between groups. Remote students experienced weaker levels of connection to their peers and their instructors than their in-person counterparts. Remote students who connected with one another had lower self-efficacy than their in-person counterparts. Correlations between factors were also tested. I present findings of this study as well as recomendations for the implimentation of future virtual remote laboratory learning environments.

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