Physics Education Research: History and Methods ...emp.byui.edu/PYPERB/papers and presentations/Physics...manMinstrell2000.PDF 2. R. Karplus, “Response by the Oersted Medailst: Autonomy

Physics Education Physics Education Research:Research:

History and Methods History and Methods --Studying Electronic MediaStudying Electronic Media

Brian A. PyperBrian A. PyperUtah State UniversityUtah State University

Brigham Young UniversityBrigham Young University--IdahoIdaho

OutlineOutline►►History of Physics Education ResearchHistory of Physics Education Research

When, Who, Why?When, Who, Why?Key FindingsKey Findings

►►Electronic Media and Educational ResearchElectronic Media and Educational ResearchState of the FieldState of the FieldComputers in LabsComputers in Labs

►►MethodologyMethodology►►SpreadsheetsSpreadsheets►►An ExampleAn Example

History of PERHistory of PER

►► The Early Years, A Subtle ShiftThe Early Years, A Subtle Shift►► A Science of Teaching and LearningA Science of Teaching and Learning►► Misconceptions and Inquiry LearningMisconceptions and Inquiry Learning►► The FCIThe FCI►► NowNow

Homer Dodge Paul Klopsteg Floyd Richtmeyer

A Subtle Shift: How to Teach vs. A Subtle Shift: How to Teach vs. How Do They Learn?How Do They Learn?

►► KarplusKarplus: “I believe that students : “I believe that students become vitally interested in their become vitally interested in their studies and learn best when studies and learn best when direction and guidance from a direction and guidance from a source of authority are combined source of authority are combined with ample opportunity for with ample opportunity for students to direct and control their students to direct and control their own learning.”own learning.”2

►► AronsArons (To Teachers): “You have (To Teachers): “You have two ears and one mouth, and two ears and one mouth, and should use them in that should use them in that proportion.”proportion.”11

2

The FCIThe FCI

►► Example Problem 1Example Problem 1

A heavy ball is attached to a string and swung in a circular path in a horizontal plane as illustrated in the diagram to the right. At the point indicated in the diagram, the string suddenly breaks at the ball. If these events were observed from directly above, indicate the path of the ball after the string breaks.

FCI Example Problem 2FCI Example Problem 2A boy throws a steel ball straight up. Disregarding any effects of air

resistance, the force(s) acting on the ball until it returns is (are):

(A) Its weight vertically downward along with a steadily decreasingupward force.

(B) a steadily decreasing upward force from the instant it leaves the hand until it reaches its highest point beyond which there is a steadily increasing downward force of gravity as the object getscloser to the earth.

(C) a constant downward force of gravity along with an upward forcethat steadily deceases until the ball reaches its highest point, after which there is only the constant downward force of gravity.

(D) a constant downward force of gravity only.

(E) none of the above, the ball fall back to the earth simply because that is its natural action.

State of the FieldState of the Field

Types of ongoing PER:Types of ongoing PER:►►Attitude evaluations/Epistemological beliefsAttitude evaluations/Epistemological beliefs►►Student Conceptions/Cognitive ProcessingStudent Conceptions/Cognitive Processing►►Expert/Novice studiesExpert/Novice studies►►Changes in … by gender, background, etc.Changes in … by gender, background, etc.►►Curriculum DevelopmentCurriculum Development

Active PER GroupsActive PER Groups

Key FindingsKey Findings

►►ConstructivismConstructivism►►MisconceptionMisconception

abatementabatement►►Interactive engagementInteractive engagement►►TechnologyTechnology

Electronic Media: The Role of Electronic Media: The Role of TechnologyTechnology

►► Although technology Although technology can efficiently carry can efficiently carry the information, the the information, the evidence seems to evidence seems to suggest that the suggest that the content and content and administration, not the administration, not the platform, is the platform, is the deciding factor.deciding factor.

Animated FCIAnimated FCI

►►Example questionsExample questions

PER MethodologyPER Methodology

►► Educational ResearchEducational ResearchPrePre--Post Testing: ChangesPost Testing: ChangesInterviewing/ VideotapingInterviewing/ VideotapingData AnalysisData Analysis

►► Student ConceptionsStudent Conceptions►► AttitudesAttitudes

SpreadsheetsSpreadsheets

►►Why Spreadsheets?Why Spreadsheets?*Spreadsheets are ubiquitous*Spreadsheets are ubiquitous*Spreadsheets are simple and logical*Spreadsheets are simple and logical*Spreadsheets use basic and universal *Spreadsheets use basic and universal computer skills useful in the workplacecomputer skills useful in the workplace

►►What’s been done?What’s been done?You name it!You name it!

Using SpreadsheetsUsing Spreadsheets

Double Slit Interference

Example Research ProjectExample Research Project

►► Conducted at USU Fall Conducted at USU Fall 20022002

Research DesignResearch Design

►► FormatFormatSpreadsheets in some topic areas, but not others, preSpreadsheets in some topic areas, but not others, pre--

lab/orienting activity, studentlab/orienting activity, student--generated.generated.►► Thought QuestionsThought Questions

directly confront common misconceptions, guide use of directly confront common misconceptions, guide use of simulationssimulations

►► Evaluation:Evaluation:Understanding Understanding –– Exam ProblemsExam ProblemsAttitudes Attitudes –– PrePre--Post Surveys (modified, shortened version Post Surveys (modified, shortened version of MPEX (Maryland Physics Expectations survey)), SALG of MPEX (Maryland Physics Expectations survey)), SALG (Student Assessment of Learning Gains)(Student Assessment of Learning Gains)33

►► Interviews (TAs, Students), Think AloudInterviews (TAs, Students), Think Aloud

ResultsResults

Strongest Correlations:Strongest Correlations:►►Physics view (attitudes, career goals, etc.)Physics view (attitudes, career goals, etc.)►►year/genderyear/gender►►TAsTAs

USU first-year physics enrollment F2002

050

100150200250300350400450

enrollment by gender

num

ber o

f stu

dent

s

MalesFemales

Year in School by course

0

0.5

1

1.5

2

2.5

3

3.5

4

course

aver

age

(1=F

r 5=

G)

2110 (ave:3.47)

2200-10 (ave:2.515)

2220 (ave:2.797)

Year in School by gender

2.6

2.7

2.8

2.9

3

3.1

3.2

3.3

gender

aver

age

(1:F

r - 5

:G)

male (ave:2.82)

female (ave:3.25)

Problem results

00.10.20.30.40.50.60.70.80.9

1

topics w/ospreadsheet

activities

topicsw/spreadsheet

activities

aver

age

%sc

ore

2110 (d=0.06%diff=11.6 t=2E-4)

2200-10 (d=0.31%diff=22.9 t=0.08)

2220 (d=0.59%diff=29.0 t=5E-20)

d=effect size = difference in means/standard deviation

CorrelationsCorrelationsHow much did the spreadsheet activities help your learning?

-0.2

-0.1

0

0.1

0.2

0.3

0.4

year pre-'attitudes' post-'attitudes'

corr

ella

tion

‘Attitudes’ includes: applicability, confidence, enthusiasm, interest, etc.

AttitudesAttitudesHow much did the spreadsheet activities help your learning in

this course?

11.5

22.5

33.5

44.5

5

course

aver

age

(1:N

one

2:A

little

3:

Mod

erat

e 4:

A lo

t 5:A

gre

at d

eal)

2110 (ave:1.39)

2200-10 (ave:2.66)

2220 (ave:1.79)

ANOVA p-value: 2.49E-23 α=0.05

How much did the spreadsheet activities help your learning in this course?

11.5

22.5

33.5

44.5

5

genderAve

rage

(1:N

one

- 5:A

gre

at d

eal)

Males (ave:2.014)

Females (ave:1.73)

ANOVA p-value = 0.0374

Studying physics will really help me understand the world better.

3.13.23.33.43.53.63.73.83.9

gender pre-post

aver

age

(1:S

D - 5

:SA) pre males (ave:3.86)

post males (ave:3.687)

pre females (ave:3.767)

post females(ave:3.358)

ANOVA (α=0.05)Significant?M pre-post: Y (p=0.007) F pre-post: Y (p=0.0043)M-F pre: N M-F post: Y (p=0.00255)

I think physics will be applicable to my life/career.

33.13.23.33.43.53.63.73.83.9

4

gender pre-post

aver

age

resp

onse

(1:S

tron

gly

disa

gree

- 5:

Stro

ngly

agr

ee)

pre males (ave:3.89)

post males (ave:3.75)

pre females (ave:3.494)

post females (ave:3.354)

ANOVA (α=0.05)Significant?M pre-post: N F pre-post: NM-F pre: Y (p=0.001) M-F post: Y (p=0.002)

pre-post efficacy ("I am confident in my ability to succeed in physics.")

3.23.33.43.53.63.73.83.9

44.14.2

gender pre-postaver

age

(1:S

tron

gly

disa

gree

- 5:

S

trong

ly a

gree

)

M pre (ave:4.13)M post (ave:3.845)F pre (ave:3.99)F post (ave:3.56)

1) ANOVA (α=0.05)Significant?M pre-post: Y (p=8.92E-6) F pre-post: Y (p=0.0028)M-F pre: N M-F post: Y (p=0.012)2) Correlation with spreadsheets help learning and post-efficacy

is +0.128 significant at p=0.007)

Effect of TAsEffect of TAs"How much did the spreadsheet activities help your

learning in this class?"

11.5

22.5

33.5

44.5

5

lab1 lab2 lab3 lab4 lab5 lab6 lab7 lab8

aver

age

resp

onse

(1:N

one

- 5:A

gr

eat d

eal) 2110

220022102220

Attitudes ComparisonAttitudes ComparisonData from Data from RedishRedish, Saul and Steinberg, 1998, Saul and Steinberg, 199844

Student Attitudes

-40

-30

-20

-10

0

School

Perc

ent c

hang

e UMDUMnOSUDCPLATYCUSU

ConclusionConclusion

►►Results of PER can be profitably used to Results of PER can be profitably used to guide instruction.guide instruction.

►►PER has a meaningful contribution to make, PER has a meaningful contribution to make, and belongs in Physics.and belongs in Physics.

“You are NOT doing something intellectually “You are NOT doing something intellectually exciting if the majority view sees the point exciting if the majority view sees the point of it.“ of it.“ --John Belcher John Belcher

ReferencesReferences1. A. Feldman, J. 1. A. Feldman, J. MinstrellMinstrell “Action Research as a Research Methodology “Action Research as a Research Methodology

for the Study of the Teaching and Learning of Science” p.8 onlinfor the Study of the Teaching and Learning of Science” p.8 online at e at http://www.unix.oit.umass.edu/~afeldman/ActionResearchPapers/Felhttp://www.unix.oit.umass.edu/~afeldman/ActionResearchPapers/FelddmanMinstrell2000.PDFmanMinstrell2000.PDF

2. R. 2. R. KarplusKarplus, “Response by the , “Response by the OerstedOersted MedailstMedailst: Autonomy and Input” : Autonomy and Input” AJP 49(9) pp. 811AJP 49(9) pp. 811--814 (1981) in R. Fuller, ed. “A Love of Discovery: 814 (1981) in R. Fuller, ed. “A Love of Discovery: Science Education Science Education –– The Second Career of Robert The Second Career of Robert KarplusKarplus” ” KluwerKluwer(2002) p.90(2002) p.90

3. 3. online at: http://online at: http://www.wcer.wisc.edu/salgains/instructor/default.aspwww.wcer.wisc.edu/salgains/instructor/default.asp

4. E. 4. E. RedishRedish, J. Saul and R. Steinberg, “Student Expectations in , J. Saul and R. Steinberg, “Student Expectations in Introductory Physics” AJP 66(3) p. 212Introductory Physics” AJP 66(3) p. 212--224 (1998) online at 224 (1998) online at http://http://www.umd.edu/pergwww.umd.edu/perg//

http://www.unix.oit.umass.edu/~afeldman/ActionResearchPapers/FeldmanMinstrell2000.PDF

Physics Education Research:History and Methods - Studying Electronic MediaOutlineHistory of PERA Subtle Shift: How to Teach vs. How Do They Learn?The FCIFCI Example Problem 2State of the FieldActive PER GroupsKey FindingsElectronic Media: The Role of TechnologyAnimated FCIPER MethodologySpreadsheetsUsing SpreadsheetsExample Research ProjectResearch DesignResultsCorrelationsAttitudesEffect of TAsAttitudes ComparisonData from Redish, Saul and Steinberg, 19984ConclusionReferences