2007 Physics Education Research Conference: Greensboro, North Carolina 1-2 August 2007

, by Hsu, Leon; Henderson, Charles; Mccullough, Laura

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ISBN: 9780735404656 | 0735404658
Cover: Paperback
Copyright: 12/1/2007

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All papers have been peer-reviewed. The 2007 Physics Education Research Conference brought together researchers studying a wide variety of topics in physics education including transfer of knowledge, learning in physics courses at all levels, teacher education, and cross-disciplinary learning. The theme of this conference was Cognitive Science and Physics Education Research.

Publishing and Refereeing Papers in Physics Education Research	p. 3
Facilitating Conceptual Learning through Analogy and Explanation	p. 7
Cognitive Science: Problem Solving and Learning for Physics Education	p. 11
Instrumentation in Learning Research	p. 15
Cognitive Science: The Science of the (Nearly) Obvious	p. 19
Conceptual Dynamics in Clinical Interviews	p. 23
Physics Learning in the Context of Scaffolded Diagnostic Tasks (I): The Experimental Setup	p. 27
Physics Learning in the Context of Scaffolded Diagnostic Tasks (II): Preliminary Results	p. 31
Investigating Peer Scaffolding in Learning and Transfer of Learning Using Teaching Interviews	p. 37
Student Perceptions of Three Different Physics by Inquiry Classes Using the Laboratory Program Variables Inventory	p. 41
Humans, Intentionality, Experience and Tools for Learning: Some Contributions from Post-Cognitive Theories to the Use of Technology in Physics Education	p. 45
Improving Students' Conceptual Understanding of Conductors and Insulators	p. 49
Epistemic Games in Integration: Modeling Resource Choice	p. 53
Measuring Student Effort and Engagement in an Introductory Physics Course	p. 57
Voltage is the Most Difficult Subject for Students in Physics by Inquiry's Electric Circuits Module	p. 61
Reading Time as Evidence for Mental Models in Understanding Physics	p. 65
The Dynamics of Students' Behaviors and Reasoning during Collaborative Physics Tutorial Sessions	p. 69
Hands-On and Minds-On Modeliug Activities to Improve Students' Conceptions of Microscopic Friction	p. 73
Modeling Success: Building Community for Reform	p. 77
Measuring the Effect of Written Feedback on Writing	p. 81
From FCI to CSEM to Lawson Test: A Report on Data Collected at A Community College	p. 85
Spending Time on Design: Does It Hurt Physics Learning?	p. 88
Design and Non-Design Labs: Does Transfer Occur?	p. 92
From Physics to Biology: Helping Students Attain All-Terrain Knowledge	p. 96
Expert-Novice Differences on a Recognition Memory Test of Physics Diagrams	p. 100
Coordination of Mathematics and Physical Resources by Physics Graduate Students	p. 104
How Elementary Teachers Use What We Teach: The Impact of PER at the K-5 Level	p. 108
Student Categorization of Problems - An Extension	p. 112
Students' Ideas of a Blender and Perceptions of Scaffolding Activities	p. 116
Promoting Instructional Change in New Faculty: An Evaluation of the Physics and Astronomy New Faculty Workshop	p. 120
Explanatory Framework for Popular Physics Lectures	p. 124
Research-Based Practices for Effective Clicker Use	p. 128
Expert and Novice Use of Multiple Representations during Physics Problem Solving	p. 132
Investigating the Source of the Gender Gap in Introductory Physics	p. 136
Exploring the Intersections of Personal Epistemology, Public Epistemology, and Affect	p. 140
Students' Perceptions of Case-Reuse Based Problem Solving in Algebra-Based Physics	p. 144
Investigating Students' Ideas about Wavefront Aberrometry	p. 148
Student Estimates of Probability and Uncertainty in Advanced Laboratory and Statistical Physics Courses	p. 152
Peer-Assessment of Homework Using Rubrics	p. 156
Learning to Think Like Scientists with the PET Curriculum	p. 160
Salience of Representations and Analogies in Physics	p. 164
Student Understanding of the Physics and Mathematics of Process Variables in P-V Diagrams	p. 168
A Longitudinal Study of the Impact of Curriculum on Conceptual Understanding in E&M	p. 172
FCI-Based Multiple Choice Test for Investigating Students' Representational Coherence	p. 176
The Effect of Field Representation on Student Responses to Magnetic Force Questions	p. 180
Multiple Modes of Reasoning in Physics Problem Solving, with Implications for Instruction	p. 184
Explicit Reflection in an Introductory Physics Course	p. 188
Introducing Ill-Structured Problems in Introductory Physics Recitations	p. 192
Effect of Misconception on Transfer in Problem Solving	p. 196
Symbols: Weapons of Math Destruction	p. 200
Understanding How Physics Faculty Use Peer Instruction	p. 204
Comparing Student Use of Mathematical and Physical Vector Representations	p. 208
Using Students' Design Tasks to Develop Scientific Abilities	p. 212
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2007 Physics Education Research Conference: Greensboro, North Carolina 1-2 August 2007

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