Physics Education Research (PER): The PER-Friendly Classroom and The Importance of Reasoning - PowerPoint PPT Presentation

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Physics Education Research (PER): The PER-Friendly Classroom and The Importance of Reasoning

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Physics Education Research (PER): The PER-Friendly Classroom and The Importance of Reasoning Brian A. Pyper Ph.D. Director of Physics Education – PowerPoint PPT presentation

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Title: Physics Education Research (PER): The PER-Friendly Classroom and The Importance of Reasoning


1
Physics Education Research (PER) The
PER-Friendly Classroom and The Importance of
Reasoning Brian A. Pyper Ph.D. Director of
Physics Education BYU-Idaho Department of Physics
2
Introduction
PER and TeachingLearning A short History of
PER Key findings for Physics teachers Lectures,
Listening and Cognition Active
Learning Demos Action Research Reasoning
3
A short history of PER
  • AAPT founded 1930
  • The Manhattan Project
  • Sputnik
  • Halliday and Resnick 1st ed 1960

Floyd Richtmeyer
Paul Klopsteg
Homer Dodge
4
The 1970s A Subtle Shift How do we teach vs
How do they learn?
Arons (To Teachers) You have two ears and one
mouth, and should use them in that proportion.
Karplus I believe that students become vitally
interested in their studies and learn best when
direction and guidance from a source of authority
are combined with ample opportunity for students
to direct and control their own learning.
5
The 1980s Converts
  • Lillian McDermott
  • Fred Reif
  • Joe Redish
  • Prescilla Laws
  • Alan Van Heuvelen
  • Dean Zollman
  • Jose Mestre Sheila Tobias

6
The Force Concept Inventory
  • David Hestenes
  • Eric Mazur
  • Richard Hake

7
The US PER Map
8
PER Now
  • Misconceptions
  • Expert-Novice studies
  • Curriculum
  • Technology
  • Gender and Ethnicity
  • Problem Solving
  • Cognition
  • Teacher Preparation
  • Attitudes and Epistemology
  • Reasoning
  • The Physics Teacher, AJP, Physics Education,
    PhysRevST - PER

9
Lectures and Cognition
How people learn changing the brain Prior
knowledge is crucial - misconceptions Pedagogy is
important epistemology, metacognition,
emotion/motivation Listen at least as much as
you talk How you learn is not always (i.e.
hardly ever) how they learn
10
Active Learning
  • Learning is a verb you have to DO it
  • You can't do it to them or for them
  • The more senses involved the better

11
Demonstrations
  • Can be but should not only be Entertaining
  • 5 E's Engage Explore Explain Evaluate
    Elaborate/Extend (for physics you may add
    Explode, Explain, Excuse and Escape)
  • Make the students commit to a prediction
  • Do the demo
  • Review and extend

12
Action Research
  • Think about what you're doing so you're doing it
    deliberately, and measure outcomes.
  • PER methodologies (surveys, pre-post testing,
    case studies, interviews, etc) are both
    sophisticated and effective.
  • Why reinvent the wheel? especially not the flat
    tire! Compadre, PER-central, PER users guide

13
Reasoning
  • Piaget
  • The Lawson Classroom Test of Scientific Reasoning
  • Pre-post, thousands of students

14
Changing Reasoning
Measured by the Lawson Classroom Test of
Scientific Reasoning
F08 PHS100
No significant changes using peer instruction
and some home-made tutorial-like activities.
15
tutorials
Adding one day a week with Tutorials in
Introductory Physics (Ph105)
16
Knight textbook workbook assignments
17
But does it help with the concepts?
18
Conclusion
  • If we care about learning and teaching, let's do
    it right.
  • What matters in learning Physics? interactivity.
    (engage agency)
  • Pay more than lip-service to how they think.
    Reasoning Matters
  • My sincere thanks to those in this room who've
    had such a big impact on my life and career.
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