Physics Education Research (PER) Division provides a forum for the research on pedagogical techniques and strategies that will help students learn physics more effectively and help instructors to implement these techniques. This also includes the best scientific practices like active learning which will provide every student in a class an equal opportunity to learn. For more information on PER, you may also visit this site : https://www.aapt.org/aboutaapt/history/AAPT-History-PER.cfm
We invite you and your colleagues to submit abstracts for oral and poster presentations, and eagerly anticipate your participation at the conference.
Integration of interactive multimedia to physics courses for making physics-learning fun and engaging
Multimedia communication refers to more than one medium of communication. For example, if we consider a textbook, it has some text at a minimum. It may also have pictures, graphs, tables of data, and so on. In the modern era of digital technology, its span has widened to audio and video
recordings and even interactive animations. We have been using interactive multimedia for teaching physics concepts in college physics courses. I will briefly present on our activities to integrate interactive multimedia in physics, astrophysics, and pedagogy courses, and summarize student perceptions of such interactive multimedia in learning physics concepts.
Please look below for detailed schedule.
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Abstract Number: ANPA2024-N00052 Presenting Author: Rudra KAFLE (Invited) Presenter's Affiliation: Worcester Polytechnic Institute Title: Integration of interactive multimedia to physics courses for making physics-learning fun and engaging Location: Virtual Presentation Show/Hide Abstract Multimedia communication refers to more than one medium of communication. For example, if we consider a textbook, it has some text at a minimum. It may also have pictures, graphs, tables of data, and so on. In the modern era of digital technology, its span has widened to audio and video recordings and even interactive animations. We have been using interactive multimedia for teaching physics concepts in college physics courses. I will briefly present on our activities to integrate interactive multimedia in physics, astrophysics, and pedagogy courses, and summarize student perceptions of such interactive multimedia in learning physics concepts.
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Abstract Number: ANPA2024-N00053 Presenting Author: Bir Bohara Presenter's Affiliation: Nashville State Community College Title: Critical Elements in Developing a Top-Notch Online Physics course. Location: Virtual Presentation Show/Hide Abstract The increasing digitalization of the world necessitates a corresponding evolution in teaching methodologies. The COVID-19 pandemic accelerated this transition, resulting in a significant shift of courses to online formats. By the 2022-23 academic year, over half (53%) of U.S. students were enrolled in at least one online course. This shift underscores the importance of designing effective online courses to enhance the teaching-learning experience. This presentation will explore critical components of developing a successful online physics course, including syllabus creation, curriculum design, and the alignment of course materials and activities with assessments. These steps are essential for creating an engaging and effective educational environment.
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Abstract Number: ANPA2024-N00054 Presenting Author: Chandra M. Adhikari Presenter's Affiliation: Department of Chemistry, Physics and Materials Science, Fayetteville State University, Fayetteville, NC 28301, USA Title: Effective Notetaking and its Impact in Learning Introductory Physics Courses Location: Virtual Presentation Show/Hide Abstract Taking notes during lectures is one of the required skills, among many others that students need to have, to master the topic covered in the lecture. Study shows that handwritten paper-and-pen note-taking is comparatively more effective in learning than electronic notes or no notes. Although electronic devices such as iPads, tablets, and laptops offer a less time-consuming way to take notes, students are prone to copying, pasting, and collecting information without a deep thought about what they are writing. Handwritten note-takers usually mentally process the information further before they write and while they write along with fingers’ extra muscle memory. In this project, we present a comparative study between different physics course sections in two different universities where students were motivated to take notes and allowed them to use during tests vs. required information provided during the exam. Scores that students get in the final exam are taken as a tool of measurement. Analysis shows effective note-taking helps students secure better letter grades.
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Abstract Number: ANPA2024-N00055 Presenting Author: Ganga Sharma Presenter's Affiliation: Fairmont State University Title: Do Gender Disparities Exist in Physics Lab Class Participation and Performance Location: Virtual Presentation Show/Hide Abstract This study investigates the presence of gender disparities in participation and performance in physics lab classes. By analyzing data from Fairmont State University, the research examines key performance indicators such as lab grades, participation rates, and conceptual comprehension. The results reveal that while there are observable differences in participation and performance between male and female students, these differences are largely influenced by external factors such as prior academic preparation, self-efficacy, and the inclusivity of the learning environment. The study emphasizes the importance of supportive teaching practices and collaborative learning to bridge performance gaps. It concludes that gender disparities in physics lab classes are not inherent but can be mitigated through targeted educational strategies, promoting a more equitable learning experience for all students.
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Abstract Number: ANPA2024-N00056 Presenting Author: Rajan Ghimire Presenter's Affiliation: Aadikavi Bhanubhakta campus, Tanahun, Nepal Title: Exploring the Perceptions of Female Students towards Physics Location: Virtual Presentation Show/Hide Abstract The study investigates the levels of engagement among female students in grades 11 and 12 regarding physics in secondary schools. Similarly it examines the under representation of women in physics and its impact on secondary education, Nepal. Despite comprising more than half of the population, women remain significantly less represented in physics-related careers and academic programs. On this fact, this research aims to explore girls' perceptions of physics, addressing gender disparities and fostering inclusive in STEM fields. The research has two main objectives: firstly, to explore the perceptions of female students in grades 11-12 towards physics, and secondly, to identify effective strategies for increasing interest in physics among female students at the secondary level. Using a mixed-method approach, it employs both in-depth interviews and questionnaires for data collection. The study took place in four schools in the Tanahun district of Nepal, with forty female students and eight teachers participating as respondents. Data analysis was conducted using SPSS and thematic analysis to gain a comprehensive understanding of the factors influencing female students' engagement with physics. The findings explores female students' perceptions of physics through different themes, highlighting perceived difficulty, gender stereotypes, interest, career aspirations, and teacher influence. It reveals that despite challenges, some students express genuine interest in physics. Teacher enthusiasm and well-equipped facilities positively impact students' engagement. Extracurricular activities enhance interest and participation, promoting long-term engagement in physics. SPSS analysis offers quantitative insights, validating qualitative findings through statistical patterns within the collected data. It emphasizes the role of teachers, school policies, and societal influences in shaping their experiences. Recommendations include interactive teaching methods, inclusive curriculum, policy initiatives, and community outreach to promote gender equity and engagement in physics education.
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Abstract Number: ANPA2024-N00057 Presenting Author: Richard Presenter's Affiliation: Dudley Title: An Effort in Transforming Introductory Physics Lab Courses Location: Virtual Presentation Show/Hide Abstract Based on the almost overwhelming evidence that traditional laboratory exercises do not increase conceptual learning and can have a negative impact on student attitudes toward experimentation, we propose a phased set of changes to our introductory physics labs to align with many current teaching pedagogies for laboratory experimentation. The initial phase of our lab changes included better aligning the lab courses with the lecture material, a reduction in the use of simulation and increased hands-on experimentation, and a replacement of many ‘black-box’ devices with well-known materials or analog measurements along with introducing Pedagogy Informed Instruction (PI2) through an Introductory teaching course for Teaching Assistants which oversee the introductory labs. Phase 2 of our lab improvements will develop ‘inquiry-based lab exercises’ to enhance students’ expert-like experimentation and problem-solving skills. This talk reflects on our baseline data using the FCI and EMCI as well as generic TA feedback to provide some insight into the effectiveness of these initial laboratory changes and the Pedagogy Informed Instruction.
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Abstract Number: ANPA2024-N00093 Presenting Author: Chandra P. Joshi Presenter's Affiliation: University of North Carolina at Asheville Title: An Approach to Near Hundred Percent Success in the Class Location: In-Person Presentation, Fayetteville Show/Hide Abstract In this presentation, the results of teaching experience of all levels of Physics to major and non major to undergraduate students will be presented. Over the time of research, with an aim of ‘going out of the box’, it was looked into how we can attempt that none of our students (or minimum) fail in the course, obtain the grades more than our students expected on the first day in class, and get the high standard of understanding Physics. We have the experience with the conclusion that the above-mentioned arguments are achievable. In addition to the innovative teaching method, we explored the other aspects of students such as assisting in the student’s health, job or any other issues that bother our students from getting success in the class. We found that in some of the classes as high as 50-70% of our students are ill and 50% of which are with mental health issues. Assisting our students in those issues were more important for their success than just the student’s intellectual capability. We emphasized heavily for the lowest friction between instructor and student so that students shared their hardships freely, they got assured that this instructor is truly working for each of our success. Also, the theme of the course is not to focus only on the grades and passing the course rather focus heavily on the understanding of the contents. By minimizing the fear of tests, which is achieved from the assured success for each of our students, and with the notion that tests are for each of our students’, an opportunity to express themselves and to gauge how much
they know the content covered before the test. Tests are also the time when we learn and
understand best. With this notion, we abolished the concept of completing the test within
stipulated time, rather we made them open ended timing for the tests. Finally, we will present the example of how numerous of our students who were supposed to be weaker or failure in the class according to 'traditional settings', have achieved the success that we would not have expected if this "out of box setting" was not used. In this way, we are able to ensure each of our students’ success. This is not a lenient instructor’s method, rather this instructor has challenged oneself to achieve this tough goal working diligently with the students. This is a noble method, probably rarely employed so far, and developed through systematic research and accumulated experience over several years of time. The advantage of such a method is limitless.
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Abstract Number: ANPA2024-N00094 Presenting Author: Umesh Silwal Presenter's Affiliation: University of North Carolina at Charlotte Title: Evidence-based Teaching Practices in Physics: An Overview on Authentic Teaching and Learning Location: In-Person Presentation, Fayetteville Show/Hide Abstract Learning is inherently a social process as outlined by the theory of constructivism and it requires multiple means of engagement, representation, action, and assessment. Our current challenge in physics teaching is the designing of proper instructional materials and strategies that engage students, facilitate their understanding and retention of concepts, and their generalization in real-world situations. Ultimately, this should promote the learners to take ownership of their learning. This talk will summarize what Physics Education Research (PER) encompasses, the best practices in designing curriculums, and evidence-based instructional strategies for enhancing students' engagement toward learning physics.
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