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Self-efficacy, or confidence in one&#39;s ability to perform some task, is often used as a predictor of academic persistence, particularly in science fields with low retention and in the difficult process of transferring from a two-year college (TYC) to a four-year college (FYC). Self-efficacy has traditionally been measured quantitatively through surveys explicitly asking for confidence rankings. We describe the process of developing a codebook to qualitatively code statements of self-efficacy made in open-ended settings like interviews. To develop this codebook, we used interview and written data from two populations: (1) FYC students pursuing a science degree; and (2) TYC students planning to transfer to a university. The discussion prompts were designed to elicit discussion of these students’ self-efficacy to complete their degrees in natural science majors, to navigate academic requirements, and, when applicable, to transfer to a FYC. We will discuss the mechanics of using this codebook and intended applications.

AAPT SM 20

Coding Students&#39; Statements of Science Degree and Transfer Self-Efficacy

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self-efficacy

transfer

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AAPT SM 21

Self-efficacy, or confidence in one's ability to perform some task, is often used as a predictor of academic persistence, particularly in science fields with low retention and in the difficult process of transferring from a two-year college (TYC) to a four-year college (FYC). Self-efficacy has traditionally been measured quantitatively through surveys explicitly asking for confidence rankings. We describe the process of developing a codebook to qualitatively code statements of self-efficacy made in open-ended settings like interviews. To develop this codebook, we used interview and written data from two populations: (1) FYC students pursuing a science degree; and (2) TYC students planning to transfer to a university. The discussion prompts were designed to elicit discussion of these students’ self-efficacy to complete their degrees in natural science majors, to navigate academic requirements, and, when applicable, to transfer to a FYC. We will discuss the mechanics of using this codebook and intended applications.

Coding Students' Statements of Science Degree and Transfer Self-Efficacy

technical paper

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. The program featured plenary speakers, sessions, workshops and many special activities.

For more information please visit the 2020 AAPT Virtual Summer Meeting page at: https://www.aapt.org/Conferences/SM2020/index.cfm.


The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. 

Disability is an important dimension of human diversity. Previous research indicated that physics instructors receive little training about supporting people with disabilities, physics curricular materials are not designed to support students with disabilities, and STEM professionals hold more negative views about people with disabilities than their peers in other academic disciplines. The purpose of this study was to investigate the knowledge possessed by practicing physicists about people with disabilities and different types of impairments. We collected data at 10 American Physical Society meetings via a home-grown survey, the Disability and Physics Career Survey. Specifically, 208 participants were given a list of disability diagnoses (e.g., attention deficit-hyperactivity disorder, blindness, amputated limb) and were tasked with selecting the category of impairment (e.g., cognitive, visual, mobility) that the diagnoses belonged in. If practicing physicists are not knowledgeable about diagnoses and/or categories of impairment, they will be less likely appropriately mentor students with disabilities.

Practicing Physicists’ Knowledge about Disability

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Identifying Student Conceptual Resources   for Understanding Electric Circuits

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Studying the Long Term Effects of Learning Physics Through ISLE

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“Guiding star” principles to organize change efforts: The TRESTLE Network

While we might assume that courses are intelligently designed to reflect core concepts and how people learn, all too often course materials reflect disengaged and encyclopedic surveys. Beginning with a fortuitous discussion on the energetics of chemical bonding, Melanie Cooper (Michigan State University) and I have worked to reframe the disciplinary purpose, driving narrative, and conceptual focus of introductory courses in general (CLUE) and organic (OCLUE) chemistry and biology (biofundamentals™). These efforts align with the NAS Framework for Science Education and are based on OER books supporting interactive courses that employ the beSocratic™ web-based system free-form formative assessment system. The result is an emphasis on helping students identify and apply the underlying processes that govern the behavior of the systems under study, enabling them develop well reasoned and plausible models for complex phenomena. Studies on learning outcomes reveal significant improvements in understanding of core ideas.

Building effective and engaging courses supported by evidence and theory

Researchers and educators have developed numerous tools to help students simulate and visualize aspects of quantum mechanics taught in the classroom. However, these tools are typically limited in their scope in that they focus on a narrow range of phenomena. In order to provide a more versatile tool, the ScienceAtHome group at Aarhus University has developed the Quantum Composer, a flow-based program capable of simulating 1D quantum evolution, including potentials that are not typically analytically tractable. Composer also has a suite of other tools that allow students to explore real research problems, including the simulation of Bose-Einstein condensation and control of quantum dynamics via a built-in optimizer. This presentation will introduce Quantum Composer and describe its applications in the classroom from the advanced high school level through to graduate physics education.

Quantum Composer: A flow-based tool for visualization and simulation of quantum mechanics

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Problematizing in inquiry-based labs: How students respond to unexpected results

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ISLE-based reforms in an urban public university

In this talk we present data collected in two introductory physics courses (algebra-based and calculus-based) using the ISLE approach at Rutgers, Newark. The data come from students’ solutions of traditional physics problems evaluated using a rubric that assesses student reasoning abilities, such as ability to communicate, to use different representations consistently, and to evaluate their answer. We track students through one semester and analyze their progress using weekly assessments and course exams.

Studying student reasoning in an ISLE-based classroom

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Coding Students' Statements of Science Degree and Transfer Self-Efficacy

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Practicing Physicists’ Knowledge about Disability

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