Physics

A recent paper by Salehi et al. claims that the differences found between major demographic groups on scores in introductory college physics tests are due to differences in pre-college preparation. No evidence is produced, however, to show that preparation differences are more causally important than any other differences. In one case, the male/female difference, the paper actually provides evidence that preparation gaps are unimportant.

Studies on physics identity have shown that it is one of the main factors that can predict a person's persistence in the field; therefore, studying physics identity is critical to increase diversity within the field of physics and to understand what changes can allow more women and minorities to identify with the field. In this study, we investigate informal physics programs as spaces for physics identity exploration. These programs provide unique conditions under which to study physics identity development along with other identities. Informal physics spaces allow for voluntary engagement, as well as elements of agency and autonomy within the exploration of physics. Thus these spaces allow an identity to form outside of the constraints traditionally found in academic settings. In this work, we operationalized the Community of Practice (CoP) framework to study the development of physics identities within university students who facilitate informal physics programs. We present the stories from two physics graduate students out of our sample to provide a context for testing the feasibility of the extended framework and to identify how experiences within an informal physics program can shape physics identity development. This paper presents the operationalized constructs within the Community of Practice framework, how these constructs are applied to the narrated experiences of our participants, and highlights how we can use this framework to understand the nuances of physics identity development as well as the factors that can influence that development.

We examined how introductory physics students' attitudes and approaches to problem solving compare to those of introductory astronomy students, using a previously validated survey, the Attitudes and Approaches to Problem Solving (AAPS) survey. In addition, we compared the performance of the introductory physics and astronomy students on the factors which were identified in a factor analysis in the original validation study. We found that introductory astronomy students' overall average AAPS score was significantly more favorable than that of introductory physics students (p < 0.01), and the effect size was large (Cohen's d = 0.81). We also found that introductory astronomy students' scores were more favorable in all clusters of questions except for one factor involving drawing diagrams and writing scratchwork while solving problems. We also found that introductory physics and astronomy students were equally capable of solving two isomorphic problems posed to them, and that the majority of introductory physics and introductory astronomy students reported that the problem posed in the astronomy context was more interesting to them. Interviews suggest that the context of astronomy in problem solving may be more interesting for students and could be one possible explanation for the more favorable AAPS scores amongst introductory astronomy students compared to introductory physics students. Instructors of introductory physics courses should heed these findings which indicate that it may be beneficial for instructors of introductory physics courses to incorporate problems into their instruction which contain real-world contexts, which may serve to increase student interest-level, and which could help create more favorable attitudes and approaches towards problem solving.

Writing and argumentation are critical to both professional physics and physics education. However, the skill of making an extended argument in writing is often overlooked in physics classrooms, apart from certain practices like lab notebooks or mathematical proofs. Computation is also critical to both professional physics and, increasingly, physics education. In recent years we have begun to develop a class of assignment, known as a computational essay, to both leverage the creative affordances of computation and help students build their argumentative writing skills. Computational essays are a type of essay or report that combine text and code to express an idea or make an argument, usually written in notebook software. In this article, we describe the motivation and philosophy behind computational essays, as well as initial results from a pilot implementation in an introductory undergraduate electricity and magnetism course.

Computation holds great potential for introducing new opportunities for creativity and exploration into the physics curriculum. At the University of Oslo we have begun development of a new class of assignment called computational essays to help facilitate creative, open-ended computational physics projects. Computational essays are a type of essay or narrative that combine text and code to express an idea or make an argument, usually written in computational notebooks. During a pilot implementation of computational essays in an introductory electricity and magnetism course, students reported that computational essays facilitated creative investigation at a variety of levels within their physics course. They also reported finding this creativity as being both challenging and motivating. Based on these reflections, we argue that computational essays are a useful tool for leveraging the creative affordances of programming in physics education.

Computational Thinking (CT) is still a relatively new term in the lexicon of learning objectives and science standards. There is not yet widespread agreement on the precise definition or implementation of CT, and efforts to assess CT are still maturing, even as more states adopt K-12 computer science standards. In this article we will try to summarize what CT means for a typical introductory (i.e. high school or early college) physics class. This will include a discussion of the ways that instructors may already be incorporating elements of CT in their classes without knowing it. Our intention in writing this article is to provide a helpful, concise and readable introduction to this topic for physics instructors. We also put forward some ideas for what the future of CT in introductory physics may look like.

This entry introduces educational games in secondary schools. Educational games include three main types of educational activities with a playful learning intention supported by digital technologies: educational serious games, educational gamification, and learning through game creation. Educational serious games are digital games that support learning objectives. Gamification is defined as the use of "game design elements and game thinking in a non-gaming context" (Deterding et al. 2011, p. 13). Educational gamification is not developed through a digital game but includes game elements for supporting the learning objectives. Learning through game creation is focused on the process of designing and creating a prototype of a game to support a learning process related to the game creation process or the knowledge mobilized through the game creation process. Four modalities of educational games in secondary education are introduced in this entry to describe educational games in secondary education: educational purpose of entertainment games, serious games, gamification, and game design.

A vast scientific literature in physics education documents a general widespread difficulty in dealing with Electro-Magnetic Induction (EMI) at various levels of instruction. But, at the best of our knowledge, there is a lack of research that compares difficulties about EMI at different educational degrees. We discuss here a case study about Italian high school, graduate students' and teacher's conceptualization of some aspects of EMI as a function of the sample instruction level. We analyse the answers to a multiple choice written questionnaire, adapted from the literature and given to a total of 49 students. Some difficulties, emerged during the exams of university students of a physics education course while discussing their final project concerning a didactical path about EMI for secondary school, are also discussed. We find that some deep misunderstandings are common at all levels of education and probably come from the very poor link, generally presented in teaching EMI, between the Faraday's flux law and the Lorentz force.

We consider the issue of validating the relationship between electric fields and optical intensity as proposed by the classical theory of electromagnetism. We describe an interference scenario in which this can be checked using only intensity measurements and without any other information regarding the details of the arrangement of the associated fields. We implement this experimentally using a triple Michelson interferometer and the results strongly suggest that the method validates the classical relationship between optical intensity and the associated classical field.

In this work, we present a study carried out to develop a didactic kit based on the use of touch and thermal receivers for the teaching of Astronomy. The proposal arose in the face of the difficulties encountered in the search for experiments capable of presenting the best concepts involved in the teaching of Astronomy for visually impaired people. The equipment consists of the use of a model with hemispheres with Peltier pellets for simulation of temperature scale of planets of the Solar System. The research was based on the use of accessible and low-cost materials. All the materials used and the assembly of the equipment are described in this work, since the design until the application of the final product for students. This experiment was part of a set of pedagogical equipment presented at a scientific exhibition for the visually impaired during the 15 a National Science and Technology Week in the city of Juazeiro do Norte in the State of Ceará.