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Physics Education Research In Perspective

Explore innovative approaches and insights in physics education research. Collaborative studies offer new methods and strategies. Supported by the National Science Foundation and ISU Center for Teaching Excellence.

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Physics Education Research In Perspective

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  1. Physics Education Research In Perspective David E. Meltzer Department of Physics and Astronomy Iowa State University Ames, Iowa

  2. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal (ISU/Montana State) Tina Fanetti (Western Iowa TCC) Ngoc-Loan Nguyen Larry Engelhardt Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

  3. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal (ISU/Montana State) Tina Fanetti (Western Iowa TCC) Ngoc-Loan Nguyen Larry Engelhardt Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

  4. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal (ISU/Montana State) Tina Fanetti (Western Iowa TCC) Ngoc-Loan Nguyen Larry Engelhardt Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

  5. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal(ISU/Montana State) Tina Fanetti(M.S. 2001; now at UMSL) Larry Engelhardt Ngoc-Loan Nguyen Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

  6. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal(ISU/Montana State) Tina Fanetti(M.S. 2001; now at UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S. 2003) Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

  7. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal(ISU/Montana State) Tina Fanetti(M.S. 2001; now at UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S. 2003) Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

  8. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal(ISU/Montana State) Tina Fanetti(M.S. 2001; now at UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S. 2003) Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

  9. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal(ISU/Montana State) Tina Fanetti(M.S. 2001; now at UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S. 2003) Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

  10. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal(ISU/Montana State) Tina Fanetti(M.S. 2001; now at UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S. 2003) Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

  11. Outline Primary Trends in Physics Education Research Investigation of Students’ Reasoning: • Students’ reasoning in calorimetry and thermodynamics • Diverse representational modes in student learning Curriculum Development: • Curricular materials for calorimetry and thermodynamics • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Teacher Preparation: Course for Elementary Education majors • Measurement of learning gain

  12. Outline Primary Trends in Physics Education Research Investigation of Students’ Reasoning: • Students’ reasoning in calorimetry and thermodynamics • Diverse representational modes in student learning Curriculum Development: • Curricular materials for calorimetry and thermodynamics • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Teacher Preparation: Course for Elementary Education majors • Measurement of learning gain

  13. Outline Primary Trends in Physics Education Research Investigation of Students’ Reasoning: • Students’ reasoning in calorimetry and thermodynamics • Diverse representational modes in student learning Curriculum Development: • Curricular materials for calorimetry and thermodynamics • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Teacher Preparation: Course for Elementary Education majors • Measurement of learning gain

  14. Outline Primary Trends in Physics Education Research Investigation of Students’ Reasoning: • Students’ reasoning in calorimetry and thermodynamics • Diverse representational modes in student learning Curriculum Development: • Curricular materials for calorimetry and thermodynamics • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Teacher Preparation: Course for Elementary Education majors • Measurement of learning gain

  15. Outline Primary Trends in Physics Education Research Investigation of Students’ Reasoning: • Students’ reasoning in calorimetry and thermodynamics • Diverse representational modes in student learning Curriculum Development: • Curricular materials for calorimetry and thermodynamics • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Teacher Preparation: Course for Elementary Education majors • Measurement of learning gain

  16. Preface: Goals and Methods • Goals of Physics Education Research • Methods of Physics Education Research • What PER can NOT do

  17. Goals of PER • Improve effectiveness and efficiency of physics instruction • measure and assess learning of physics (not merely achievement) • Develop instructional methods and materials that address obstacles which impede learning • Critically assess and refine instructional innovations

  18. Goals of PER • Improve effectiveness and efficiency of physics instruction • measure and assess learning of physics (not merely achievement) • Develop instructional methods and materials that address obstacles which impede learning • Critically assess and refine instructional innovations

  19. Goals of PER • Improve effectiveness and efficiency of physics instruction • measure and assess learning of physics (not merely achievement) • Develop instructional methods and materials that address obstacles which impede learning • Critically assess and refine instructional innovations

  20. Goals of PER • Improve effectiveness and efficiency of physics instruction • measure and assess learning of physics (not merely achievement) • Develop instructional methods and materials that address obstacles which impede learning • Critically assess and refine instructional innovations

  21. Methods of PER • Develop and test diagnostic instruments that assess student understanding • Probe students’ thinking through analysis of written and verbal explanations of their reasoning, supplemented by multiple-choice diagnostics • Assess learning through measures derived from pre- and post-instruction testing

  22. Methods of PER • Develop and test diagnostic instruments that assess student understanding • Probe students’ thinking through analysis of written and verbal explanations of their reasoning, supplemented by multiple-choice diagnostics • Assess learning through measures derived from pre- and post-instruction testing

  23. Methods of PER • Develop and test diagnostic instruments that assess student understanding • Probe students’ thinking through analysis of written and verbal explanations of their reasoning, supplemented by multiple-choice diagnostics • Assess learning through measures derived from pre- and post-instruction testing

  24. What PER Can NOT Do • Determine “philosophical” approach toward undergraduate education • target primarily future science professionals? • focus on maximizing achievement of best-prepared students? • achieve significant learning gains for majority of enrolled students? • try to do it all? • Specify the goals of instruction in particular learning environments • physics concept knowledge • quantitative problem-solving ability • laboratory skills • understanding nature of scientific investigation

  25. What PER Can NOT Do • Determine “philosophical” approach toward undergraduate education • focus on majority of students, or on subgroup? • Specify the goals of instruction in particular learning environments • proper balance among “concepts,” problem-solving, etc. • physics concept knowledge • quantitative problem-solving ability • laboratory skills • understanding nature of scientific investigation

  26. What PER Can NOT Do • Determine “philosophical” approach toward undergraduate education • focus on majority of students, or on subgroup? • Specify the goals of instruction in particular learning environments • proper balance among “concepts,” problem-solving, etc. • physics concept knowledge • quantitative problem-solving ability • laboratory skills • understanding nature of scientific investigation

  27. Outline Primary Trends in Physics Education Research Investigation of Students’ Reasoning: • Students’ reasoning in calorimetry and thermodynamics • Diverse representational modes in student learning Curriculum Development: • Curricular materials for calorimetry and thermodynamics • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Teacher Preparation: Course for Elementary Education majors • Measurement of learning gain

  28. Outline Primary Trends in Physics Education Research Investigation of Students’ Reasoning: • Students’ reasoning in calorimetry and thermodynamics • Diverse representational modes in student learning Curriculum Development: • Curricular materials for calorimetry and thermodynamics • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Teacher Preparation: Course for Elementary Education majors • Measurement of learning gain

  29. Active PER Groups in Ph.D.-granting Physics Departments **leading producers of Ph.D.’s

  30. Outlook for Physics Education Research • Experience suggests that PER is an attractive field for prospective graduate students • Recent employment prospects for PER graduates have been extremely favorable • Small numbers of personnel can have disproportionately large national impact

  31. Outlook for Physics Education Research • Experience suggests that PER is an attractive field for prospective graduate students • Recent employment prospects for PER graduates have been extremely favorable • Small numbers of personnel can have disproportionately large national impact

  32. Outlook for Physics Education Research • Experience suggests that PER is an attractive field for prospective graduate students • Recent employment prospects for PER graduates have been extremely favorable • Small numbers of personnel can have disproportionately large national impact

  33. Outlook for Physics Education Research • Experience suggests that PER is an attractive field for prospective graduate students • Recent employment prospects for PER graduates have been extremely favorable • Small numbers of personnel can have disproportionately large national impact

  34. Primary Trends in PER • Research into Student Understanding • Research-based Curriculum Development • Assessment of Instructional Methods • Preparation of K-12 Physics and Science Teachers

  35. Primary Trends in PER • Research into Student Understanding • Research-based Curriculum Development • Assessment of Instructional Methods • Preparation of K-12 Physics and Science Teachers

  36. Primary Trends in PER • Research into Student Understanding • Research-based Curriculum Development • Assessment of Instructional Methods • Preparation of K-12 Physics and Science Teachers

  37. Primary Trends in PER • Research into Student Understanding • Research-based Curriculum Development • Assessment of Instructional Methods • Preparation of K-12 Physics and Science Teachers

  38. Primary Trends in PER • Research into Student Understanding • Research-based Curriculum Development • Assessment of Instructional Methods • Preparation of K-12 Physics and Science Teachers

  39. Major Curriculum Development Projects • U.S. Air Force Academy • Just-in-Time Teaching [large classes] • U. Arizona; Montana State • Lecture Tutorials for Introductory Astronomy • Arizona State U. • Modeling Instruction [primarily high-school teachers] • Davidson College • Physlets • Harvard • ConcepTests [“Peer Instruction”] • Indiana University • Socratic-Dialogue Inducing Labs • Iowa State U. • Workbook for Introductory Physics • Kansas State U. • Visual Quantum Mechanics • U. Massachusetts, Amherst • Minds-On Physics [high school]

  40. Major Curriculum Development Projects [cont’d] • U. Maryland; U. Maine; CCNY • New Model Course in Quantum Physics; Activity-based Physics Tutorials • U. Minnesota • Cooperative Group Problem Solving • U. Nebraska; Texas Tech U. • Physics with Human Applications • North Carolina State; U. Central Florida • SCALE-UP [large classes]; Matter and Interactions • Oregon State U. • Paradigms in Physics [upper-level] • Rutgers; Ohio State U. • Investigative Science Learning Environment • San Diego State U. • Constructing Physics Understanding • Tufts; U. Oregon; Dickinson College • Real-time Physics; Workshop Physics [“MBL”] • U. Wash • Physics by Inquiry; Tutorials in Introductory Physics

  41. Types of Curriculum Development(lots of overlaps) • Lab-based • Large-class (interactive lectures) • Small-class (group learning) • High-School • Technology-based • Upper-level • Teacher Preparation

  42. Types of Curriculum Development(lots of overlaps) • Lab-based • Large-class (interactive lectures)* • Small-class (group learning)* • High-School • Technology-based • Upper-level* • Teacher Preparation* *ISU PER projects

  43. Major PER Research Trends • Students’ conceptual understanding • Development and analysis of diagnostic and assessment instruments and methods • Students’ attitudes toward and beliefs about learning physics • Analysis of students’ knowledge structure (context-dependence of students’ knowledge) • Assessment of students’ problem-solving skills • Faculty beliefs about teaching problem solving • Investigation of group-learning dynamics

  44. Major PER Research Trends • Students’ conceptual understanding* • Development and analysis of diagnostic and assessment instruments and methods* • Students’ attitudes toward and beliefs about learning physics • Analysis of students’ knowledge structure (context-dependence of students’ knowledge)* • Assessment of students’ problem-solving skills • Faculty beliefs about teaching problem solving • Investigation of group-learning dynamics *ISU PER projects

  45. Major PER Research Trends • Students’ conceptual understanding* • Development and analysis of diagnostic and assessment instruments and methods* • Students’ attitudes toward and beliefs about learning physics • Analysis of students’ knowledge structure (context-dependence of students’ knowledge)* • Assessment of students’ problem-solving skills • Faculty beliefs about teaching problem solving • Investigation of group-learning dynamics *ISU PER projects

  46. www.physics.iastate.edu/per/

  47. Outline Primary Trends in Physics Education Research Investigation of Students’ Reasoning: • Students’ reasoning in calorimetry and thermodynamics • Diverse representational modes in student learning Curriculum Development: • Curricular materials for calorimetry and thermodynamics • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Teacher Preparation: Course for Elementary Education majors • Measurement of learning gain

  48. Outline Primary Trends in Physics Education Research Investigation of Students’ Reasoning: • Students’ reasoning in calorimetry and thermodynamics • Diverse representational modes in student learning Curriculum Development: • Curricular materials for calorimetry and thermodynamics • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Teacher Preparation: Course for Elementary Education majors • Measurement of learning gain

  49. Teacher Preparation(1998-1999) • Development of “Elementary Physics Course Based on Guided Inquiry” Supported by NSF “Course and Curriculum Development” Program • Multiple Goals • Improve students’ content knowledge through “guided discovery” • Develop students’ teaching ability and understanding of scientific process • Mixed Outcomes • Measurable, but limited, learning gains • Student attitudes dependent on previous background

  50. Teacher Preparation(1998-1999) • Development of “Elementary Physics Course Based on Guided Inquiry” Supported by NSF “Course and Curriculum Development” Program • Multiple Goals • Improve students’ content knowledge through “guided discovery” • Develop students’ teaching ability and understanding of scientific process • Mixed Outcomes • Measurable, but limited, learning gains • Student attitudes dependent on previous background

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