2004 Physics Education Research Conference

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Jeffrey Marx, Paula Heron, Scott Franklin
Springer Science & Business Media, Sep 29, 2005 - Education - 214 pages
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The 2004 Physics Education Research (PER) Conference brought together researchers in how we teach physics and how it is learned. Student understanding of concepts, the efficacy of different pedagogical techniques, and the importance of student attitudes toward physics and knowledge were all discussed. These Proceedings capture an important snapshot of the PER community, containing an incredibly broad collection of research papers of work in progress.
 

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Contents

Is Transfer Ubiquitous or Rare? New Paradigms for Studying Transfer
3
How Do You Hit A Moving Target? Addressing The Dynamics Of Students Thinking
7
How Does It All Fit Together?
11
The Challenges of Transfer and Transformation of Educational Practice and Research in Physics Part I
15
The Challenges of Transfer and Transformation of Educational Practice and Research in Physics Part II
19
Transfer of Learning in Quantum Mechanics
23
A Repeat Performance? Challenges In Developing Robust Conceptual Understanding in Quantum Mechanics
27
Comparisons And Contrasts With Students In Introductory Courses
31
Using the System Schema Representational Tool to Promote Student Understanding of Newtons Third Law
117
Representational Format Student Choice and Problem Solving in Physics
121
Attitudes of Undergraduate General Science Students Toward Learning Science and the Nature of Science
125
ActiveLearning Introductory Physics Course Due to Laboratory Activity Instructions
129
Development of Scientific Abilities in a Large Class
133
Learning Gains Student Attitudes and the Impacts of Multiple Effective Reforms
137
Teacher and Curriculum Factors that Influence Middle School Students SenseMaking Discussions of ForceMotion
141
The Role of Evaluative Abilities in Physics Learning
145

Tracing Difficulties With Relativistically Invariant Mass To Difficulties With Vector Addition Of Momentum In Newtonian Contexts
35
Transfer of Learning through Gender and Ethnicity
39
PeerReviewed Papers
43
The Design and Validation of the Colorado Learning Attitudes about Science Survey
45
Development of an Instrument for Evaluating Anxiety Caused by Cognitive Conflict
49
Probing Students Epistemologies Using Split Tasks
57
Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about Science Survey
61
Student understanding of Symmetry and Gausss law
65
Rate of Change and Electric Potential
69
Diminishing Forces Implications for Contextual Dependence of a Misconception
73
Research And Curriculum Development Katharine VP Menchen1 and John R Thompson12
81
in Two Countries
85
Grounding Inquirybased Teaching and Learning Methods in Physics Experiences for Prospective Elementary Teachers
89
Virtual reality in introductory physics laboratories
93
Helping Preservice Teachers Implement and Assess Researchbased Instruction in K12 Classrooms
97
Can Computer Simulations Replace Real Equipment in Undergraduate Laboratories?
101
Learning Physics by Listening To Children
105
Views of Mainstream Physics Professors
109
Systemic Constraints in the Implementation of ResearchInformed Practices
113
Concerning Scientific Discourse about Heat
149
Introductory College Physics Students Explanations Of Friction And Related Phenomena At The Microscopic Level
153
Transfer Between Paired Problems In An Interview
157
Sample Exams And Transfer In Introductory Mechanics
161
Alternative conceptions memory mental models in physics education
165
Student Descriptions of Refraction and Optical Fibers
169
Retention and Transfer from Trigonometry to Physics
173
NECESSARY OR SUFFICIENT?
177
Teachers Investigation of Students SelfPerceptions Regarding Physics Learning and ProblemSolving
181
Conceptual Underpinnings of Students Ability to Understand Reflections from a Plane Mirror
185
A Webbased Tool For The Analysis Of Concept Inventory Data
189
Feedback With Webbased Homework And PADs
193
Computer ProblemSolving Coaches
197
Using Electronic Interviews to Explore Student Understanding
201
Time to completion reveals problemsolving transfer
205
How We Think About And Prepare To Teach Physics
209
AUTHOR INDEX
213
Copyright

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About the author (2005)

Jeffrey Marx was born in Rye Brook, New York. He graduated from Northwestern University. He became the youngest-ever recipriant of the Pulitzer Prize for journalism when he was 23. His Pulitzer was awarded for a series of articles about cheating in college basketball, which he wrote while working for the Lexington (Kentucky) Herald-Leader. He is the author of four books as well. More than anything else, though, he enjoys taking the most powerful messages of his work and sharing them with live audiences. That is how he became such an inspirational public speaker. In the last few years alone, Marx has been the featured speaker for more than 100 events hosted by schools, corporations, community groups, and faith-based organizations. Marx is also the co-founder and director of the non-profit Wendy Marx Foundation for Organ Donor Awareness (established in 1990). The foundation is named for his sister, a liver transplant recipient who transformed her own health challenges into a powerful message of hope for others. Wendy died, at the age of 36, in 2003. This foundation will always continue her important work.

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