This paper describes a small-scale piece of research using concept mapping to elicit A level students' understandings of particle physics. Fifty-nine year 12 (16- and 17 year-old) students from two London schools participated. The exercise took place during school physics lessons. Students were instructed how to make a concept map and were…
A battery of questionnaires and interviews with teachers and students experienced in RNAP, produced statistical data on many aspects of the course that leads to some guidelines and suggestions for better use of the course design and materials. The patterns described in this article relate to the responses of almost 200 teachers and about 100 students who were teaching and studying RNAP course during school year 1987/8. Though many of them criticised some aspects of the course, generally they were very enthusiastic about it and most of the information they gave us was accurate and reliable. The A-level physics teachers can choose either a `traditional' course or RNAP. We found that most of them don't like to change from one course to another. In the few cases it was done, the reasons generally were like `changing of school', `decreasing number of A-level physics students' or similar reasons. Most of RNAP teachers were keen about the course, its objectives and the way it prepares the students toward higher education as physicists or in other areas. Though pointing out its weaknesses, when comparing it with a `traditional' course, they stress much upon its advantages. We found a tendency to favour the course for the able student than for the weak or the average one. There was more than a feeling among teachers that the less motivated student can better succeed in a `traditional' course. This feeling became even stronger along the interviews where some teachers pointed out the high proportion of the selective schools doing RNAP, which made it more difficult (according to their feeling) for the average student to get an A or B grade. In some of the teachers' opinions RNAP is less suitable for girls who prefer a more `straightforward' course. It is interesting to point out that more than 50% of the students found the course more difficult than they expected it to be. Only 5% found it to be easier than they had suggested. Another point to think about is that almost one
This paper is a summary of a small-scale research project carried out to investigate the transition from A-level to university physics, with a specific focus on practical or laboratory skills. A brief description of the methods used precedes the headline findings of the research. A non-evidential discussion of the possible reasons behind any…
Barham, Peter J.
New undergraduate students arriving to study physics at the University of Bristol from 1975 onwards have all taken the same test of their knowledge and understanding of physics and mathematics. Many of the questions test knowledge of material that has been in the A-level syllabus for maths or physics throughout this period. The ability of incoming…
Barham, Peter J.
New undergraduate students arriving to study physics at the University of Bristol from 1975 onwards have all taken the same test of their knowledge and understanding of physics and mathematics. Many of the questions test knowledge of material that has been in the A-level syllabus for maths or physics throughout this period. The ability of incoming students to answer these questions declined significantly in the 1990s with average scores falling from around 75% up to 1990 to below 50% after 2000 against a background of increasing A-level grades of the entrants to the programme. It is suggested that changes in teaching and examination methods have caused students to be less able to carry out multi-stage calculations and that the introduction of modular examinations may have encouraged a culture where students tend to forget material learnt in previous modules.
The author presents an analysis of 178 students who left Solihull Sixth form College between 1975 and 1981 to do a degree in physics (approximately one third) or engineering (approximately two thirds) at university or polytechnic. The first table is an analysis of physics A-level grade and degree performance; the second table an analysis of the points total for physics A-level plus maths A-level (five for A, four for B, etc.), against degree performances, and the final table an analysis of the points total for physics A-level plus maths A-level plus third A-level (again five for A, four for B, etc.), against degree performance.
There have been many studies of the reasons why female students do not take physics. However, all scientists know that the measurement in any experiment is influenced by the act of measurement. Perhaps this is also true when undertaking surveys to assess why girls do not choose physics. Here a female A-level student who achieved grade A* at GCSE…
Gill, Tim; Bell, John F.
There has been much concern recently in the UK about the decline in the number of students studying physics beyond age 16. To investigate why this might be we used data from a national database of student qualifications and a multilevel modelling technique to investigate which factors had the greatest impact on the uptake of physics at Advanced Level (A-level) in a particular year. Each factor of interest was entered into a separate model, while accounting for prior attainment and gender (both well-known predictors of A-level uptake). We found that factors associated with greater probability of uptake included better attainment in physics (or combined science) and maths qualifications at age 16 in comparison to other subjects, and (for girls only) attending an independent or grammar school. While it is difficult to address these factors directly, the results imply that more needs to be done to improve relative performance at General Certificate of Secondary Education, perhaps by increasing the supply of specialist physics teachers at this level and to overcome the perception (especially among girls) that physics is a particularly difficult subject.
Mathematics plays an important part in physics at all levels. At A-level, physics candidates who do not study A-level mathematics would seem to be at a disadvantage. This article presents statistical evidence to support this widely held belief.
After outlining the astrophysical options now available in A-level physics syllabuses, this paper notes some of the particular challenges facing A-level teachers and students who chose these options and describes a project designed to support them. The paper highlights some key features of the project that could readily be incorporated into other areas of physics curriculum development.
Gill, Tim; Bell, John F.
There has been much concern recently in the UK about the decline in the number of students studying physics beyond age 16. To investigate why this might be we used data from a national database of student qualifications and a multilevel modelling technique to investigate which factors had the greatest impact on the uptake of physics at Advanced…
The relationship between the structure and function of proteins is an important area in biochemistry. Pupils studying A-level Biology are introduced to the four levels of protein structure (primary, secondary, tertiary and quaternary) and how these can be used to describe the progressive folding of a chain of amino acid residues to a final,…
Discusses the results obtained by students with A-level mathematics on Coventry University's diagnostic test in October 1997. Compares these results with those of students who entered the university in 1991. Provides detailed analysis of specific questions that indicate those areas in which students with grade A clearly outperform students with…
Bowyer, Jessica; Carroll, Prerna
A levels in England are moving from a modular to a linear system. Additionally, the AS and A level are being "decoupled", meaning that students will no longer undertake summative assessment at the end of the first year of study. Psychology may be particularly vulnerable to these changes as students often have no prior experience of the…
Bewick, Viv; Southern, Jane
Analyzes the results of a questionnaire (N=198) in order to find the main reasons for students choosing A-level mathematics, and the relationship between gender and A-level choices. Lists and discusses the reasons for choosing A-level mathematics. Reports that there is a highly significant difference between boys and girls in why they choose…
There are far fewer high school students enrolled in physics than in chemistry or biology courses within the province of Alberta (Alberta Education, 2007). Students are also completing the highest level math course in larger numbers than those taking physics. It appears that a fear of physics exists within students in our province; this fear seems to be related to a level of difficulty the students associate with physics. Many students either opt to not take physics or enter the course with the expectation of failure. In this study I explored the impact of physics' reputation upon a group of students who chose not to take physics. In addition, I attempted to determine whether the perception of the difficulty of high school physics is accurate. This was done by investigating the perceptions of several students who took physics. I surveyed students from one high school in a small urban school district using group interviews. The students were in grades 10 to 12 and divided into groups of Science 10, Physics 20 and Physics 30 students. The students were interviewed to gain a deeper understanding of what perceptions they have about physics and why they may have them, hoping to identify factors that affect their academic decision to take or not take physics classes. For the students interviewed, I found that the biggest influence on their decisions to take or not take physics was related to their future aspirations. The students were also heavily influenced by their perceptions of physics. The students who took physics claimed that physics was not as difficult as they had believed it to be and they reported that it was interesting, enjoyable and relevant. Those students who had chosen to not take physics perceived it would be difficult, irrelevant and boring. Therefore, a major difference of perception exists between the students who took physics and those that did not.
Daniels, Karen E.
In traditional introductory physics classes, there is often limited opportunity for students to contribute their own ideas, interests, and experiences as they engage with the subject matter. This situation is exacerbated in university lecture-format classes, where students may not feel comfortable speaking during class. In the last few years,…
The ability of A level students to recognise and name common wild flowers was shown to be very poor. Trainee teachers performed little better and nearly a third of the practising A-level biology teachers tested were able to name only three or fewer wild flowers. Although opportunities exist at primary level for children to learn about the…
Daniels, Karen E.
In traditional introductory physics classes, there is often limited opportunity for students to contribute their own ideas, interests, and experiences as they engage with the subject matter. This situation is exacerbated in university lecture-format classes, where students may not feel comfortable speaking during class. In the last few years, Internet blogs have become a decentralized format for diarists, independent journalists, and opinion makers to both post entries and allow commentary from their readers. Below, I will describe some techniques for using student blogging about physics to engage students from two different classroom environments: a calculus-based introductory mechanics class for scientists and engineers, and an honors seminar for first-year students. These assignments required them to make their own connections between classroom knowledge and situations where it might find applications. A second goal of including blogging in the introductory physics course was to induce students to write about the physics content of the class in a more substantive way than was previously part of the class.
Tomilson, R W; Clack, G B; Pettingale, K W; Anderson, J; Ryan, K C
The performance of 209 students in the 2nd MBBS, first clinical year and final MBBS examinations has been compared retrospectively with their grades in chemistry, physics and biology at "A" level. The mean grade has also been determined for students from different social classes and secondary education. Significant differences in marks for biology were found between successful and not so successful students, especially in the pre-clinical part of the course. Significnat differences in marks and significant correlations were also found for physics but not to any great extent for chemistry. The relative role of these three basic sciences in the medical course is discussed. The suggestion is made that there is a need for a re-appraisal of the privleged position of chemistry and an unquestioned science requirement for entry to medical school.
Patterson, Donna; And Others
Alberta Education's position on the physical growth of students is presented in this paper, which focuses on children's physical growth in the areas of perceptual, structural, and motor development. Each area is first discussed in terms of three age groups: the child from infancy to preschool, the elementary child, and the adolescent. Concluding…
Scanlon, Erin M.
The purpose of this three study dissertation is to investigate why students are enrolled in introductory physics courses experience difficulties in being successful; one possible source of their difficulties is related to their epistemology. In order to investigate students' epistemologies about mathematics and physics, students were observed solving physics problems in groups during a laboratory course (study 1) and while solving physics and mathematics problems individually during office-hour sessions (study 2). The Epistemological Resources theoretical framework was employed (Hammer & Elby, 2002). Using emergent and a priori epistemological resource operationalizations (Jones, 2015), 25 distinct epistemological resources were identified in study 1. Differences in physics epistemological resource usage between students of varying academic background (as measured by their number of previously completed mathematics and science classes were identified. By employing an external (Jones, 2015) and internal (Scanlon, 2016) a priori epistemological resource coding scheme, a total of 17 distinct epistemological resources were identified in study 2. The data were sampled to compare the mathematics and physics epistemological resource usage of participants with consistent and inconsistent sign usage in an energy conservation physics problem in order to provide a meaningful context for discussion. Participants of the same sign usage group employed epistemological resources similarly. Conversely, participants in different groups had significantly different physics epistemological resource usage patterns. Finally, student epistemological resource usage patterns from the first two studies were compared to course outcomes in order to determine implications for practice (study 3). Educators must be aware of and address the epistemological underpinnings of students' difficulties in introductory physics courses.
Thorley, Amelia Deborah Maud
This thesis addresses the question of how physics identity and physics self efficacy influence girls' choices to study or not to study physics post-16. This question is important because only 20% of the overall 16-18 physics cohort in England and Wales is female. A theoretical framework for physics identity is proposed using socio-cultural theories. An extensive review of the current literature on the issue of girls in physics, physics identity and physics self efficacy was used to support this framework.A mixed methods methodology with a funnelling approach to selecting participants was used. Two schools were selected because they had in the past demonstrated a higher than average progression rate for girls onto post-16 physics. An initial questionnaire was completed by 458 14 and 15 year old pupils. From the answers given on the questionnaire, 43 girls were selected to participate in three rounds of small group interviews. These girls were ones who were both thinking of studying physics post-16 and those who were not. Finally, extended narratives of four girls were developed to illustrate the links between physics identity, physics self efficacy and physics choice. Descriptive analysis of the questionnaire data was used to give a background picture of the pupils' overall views about science and physics, science and physics teachers and lessons and how they felt about physics. The group interview data was analysed thematically drawing on the themes identified in the literature review and themes that emerged from the data. The stories of four girls were analysed using narrative methodology. The results show that the issues of girls' engagement in physics cannot be resolved unless a holistic view is taken; that developing identification with physics occurs within the wider identity development of the girls that takes place in the many figured worlds that they inhabit. Particular notice needs to be taken of how girls' identification with physics develops due to
Welch, Wayne W.; Ahlgren, Andrew
This 60-item questionnaire was designed to gather general background information from students who had used the Harvard Project Physics curriculum. The instrument includes three 20-item subscales: (1) attitude toward physics, (2) career interest, and (3) student characteristics. Items are multiple choice (5 options), and the introductory material…
The MCAT exam (taken by students seeking entry to medical school) is drastically different from the standard university course test. The MCAT emphasizes reading and analytic skills far more than quantitative analysis, even on the sections that test physics. I describe these differences, and outline an introductory physics curriculum focused to the special needs of pre-medical students.
Reports on a study that explores student perspectives on the transfer to A-level chemistry from GCSE chemistry. Explores the attitudes of groups of new A-level chemistry students at a sixth-form college. (DDR)
In this paper I will describe two courses that I have been teaching for the past 6 years to physical therapy and occupational therapy students Emphasis will be paced on those points that distinguish these courses from others with which I am familiar. I will discuss the syllabus: homework, exams, labs and the final grade. I will also present a topic outline of the courses showing how examples are drawn from the human body to illustrate the physics concept under discussion and to stimulate the students's interest in the material. The following basic concepts of physics will be covered (each with human body examples): vectors, components, statics, conservation of energy, efficiency, change of state, heat transfer, electric charge, electric field, voltage and capacitance.
Sprague, Marsha M.; Cotturone, Jennifer
Describes effective projects that made students effectively read scientific materials in the physics content area. Suggests using trade books in science to enhance student learning of basic physics concepts and comprehension of technical reading matter. (KHR)
The problem examined in this study deals with students' attitude toward physics among the freshmen and sophomore students who were taking first introductory physics course. In the study there were 176 students, and they were chosen sample of convenience from Florida Institute of Technology, Melbourne, Florida. 125 subjects were male students, and…
Owen, Sian; Dickson, Dominic; Stanisstreet, Martin; Boyes, Edward
The decline in the popularity of physics over the period of secondary schooling and its consequent low uptake at A-level and beyond continues to cause concern on educational and economic grounds. The aim of this study is to explore whether physics might be made more attractive to students by employing an extended range of classroom and laboratory…
Suto, Irenka; Elliott, Gill; Rushton, Nicky; Mehta, Sanjana
We explored teachers' views and students' experiences of going beyond the syllabus in Advanced (A) level Mathematics. Questionnaires were sent to teachers and students in a sample of 200 schools and colleges. Teachers were asked about the necessity, importance and benefits of additional teaching. Students were asked about the extra activities they…
! Both CDs begin with an introductory section which guides the student into the Revision Plan Wizard. The authors have suggested how much time each section requires, so depending upon what topics the students needs to work at, and the date of their exam, they can design a revision timetable. The student is simply told how long they have to revise each day, and then in the main physics section they are told what they have to study each week. Both packages also feature an equation handler: `a piece of software that allows different manipulations on a predefined equation and is aimed at bettering one's arithmetical skills.' (I think the language gives away the fact that this software is not designed for lower ability GCSE candidates!) The GCSE physics content is divided into seven `chapters' - Making things happen, Heat, Forces at work, Waves, Electrical and magnetic phenomena, Properties of materials and The cosmic onion. There is also a comprehensive introduction, an equation handler, some exam board questions, tests and reports. The physics is well written and is taught in colourful images, many of which are animated and have a brief commentary. There are plenty of brief six-minute tests, interspersed with the revision materials, to keep the students on their toes, but I was disappointed with the interactivity in the physics content pages. To progress, the student only has to keep clicking `I've read this page'. The A-level material is subdivided into Foundations, Key topics, Further topics and Physical data. Foundations involves motion, work, electricity, magnetism and waves, while Key topics looks at dimensions, vectors, moments, circular motion and other material from the core syllabus. Further topics cover most of the material required by the options from different boards, like many revision books. The text is clearly written and the graphics are colourful, but most of the content is still a slightly animated electronic textbook. I was disappointed, for example, that
Wolfe, David E.; Jones, Gwendolyn
Reports on an experiment in which one group of high school students was taught using Total Physical Response (TPR) for 20 minutes a day and a control group was taught by the usual manner. Results showed students in the TPR group scored better on standard unit tests and expressed greater satisfaction with their teacher and course. (EKN)
Scanlon, Erin M.
The purpose of this three study dissertation is to investigate why students are enrolled in introductory physics courses experience difficulties in being successful; one possible source of their difficulties is related to their epistemology. In order to investigate students' epistemologies about mathematics and physics, students were observed…
Taber, Keith S.; Tan, Kim Chwee Daniel
This paper describes findings from a study to explore Singapore A-level (Grades 11 and 12, 16-19 yr old) students' understanding of ionisation energy, an abstract and complex topic that is featured in school chemistry courses. Previous research had reported that students in the United Kingdom commonly use alternative notions based on the perceived…
Kwen, Boo Hong
Explores A level students' conceptions of some common chemical reactions. Findings indicate that students apply frameworks consistently across groups of events that they perceive to be similar. What was found to be lacking was the scientists' view of all the reactions being regarded as realizations of the same underlying conceptual model. Contains…
Hubble, Jayne; and others
The Study of Student Development at Kansas State University includes a physiological phase. Observations suggest importance of interaction of physical and social-psychological aspects of student development. (Author/CJ)
The article demonstrates that physical health of university students is conditioned by the aggregate of morpho-functional indices and depends on the development of physical qualities of students. The evaluation of mass/height indicators of female students demonstrates the increase of total body size and weakness of body build. The testing of physical readiness testified the ambiguity of high-speed and high-speed/power qualities and results of stamina evaluation.
Hunt, Gary L.
Are pre-medical students different than the other students in a General physics class? They often appear to be different, based on how often they seek help from the instructor or how nervous they are about 2 points on a lab report. But are these students different in a measurable characteristic? The purpose of this study is to better understand the characteristics of the students in the introductory physics classes. This is the first step toward improving the instruction. By better understanding the students the classroom, the organization and pedagogy can be adjusted to optimize student learning. The characteristics to be investigated during this study are: · student epistemological structure, · student attitudes, · science course preparation prior to this course, · study techniques used, · physics concepts gained during the class · performance in the class. The data will be analyzed to investigate differences between groups. The groups investigated will be major, gender, and traditional/nontraditional students.
Ballone Duran, Lena; McArthur, Julia; van Hook, Stephen
The purpose of this study was to examine middle childhood students'' perceptions of the learning environment in a reform-based physics course. A lecture-style, introductory physics course was modified into an inquiry-based course designed for preservice middle childhood teachers through the collaborative efforts of faculty in the Colleges of Education and Arts and Sciences. Focus group interviews were conducted to examine students'' perceptions. The results suggested that the students initially felt a level of frustration with a new constructivist experience; however, they were able to embrace the inquiry method and expressed a desire for additional specialized content courses for preservice teachers.
Jammula, Diane Crenshaw
Physics is one of the least diverse sciences; in the U.S. in 2010, only 21% of bachelors degrees in physics were awarded to women, 2.5% to African Americans, and 4% to Hispanic Americans (AIP, 2012). Though physics education reform efforts supporting interactive engagement have doubled students' learning gains (Hake, 1998), gender and race gaps persist (Brewe et al., 2010; Kost, Pollock, & Finkelstein, 2009). When students' subjectivities align with presentations of physics, they are more likely to develop positive physics identities (Hughes, 2001). However, both traditional and reformed physics classrooms may present physics singularly as abstract, elite, and rational (Carlone, 2004). Drawing from feminist science, I argue that binaries including abstract / concrete, elite / accessible, and rational / emotional are hierarchal and gendered, raced and classed. The words on the left define conventional physics and are associated with middle class white masculinity, while the words on the right are associated with femininity or other, and are often missing or delegitimized in physics education, as are females and minorities. To conceptualize a feminist physics education, I deconstructed these binaries by including the words on the right as part of doing physics. I do not imply that women and men think differently, but that broadening notions of physics may allow a wider range of students to connect with the discipline. I used this conceptual framework to modify a popular reformed physics curriculum called Modeling Instruction (Hestenes, 1987). I taught this curriculum at an urban public college in an introductory physics course for non-science majors. Twenty-three students of diverse gender, race, ethnic, immigrant and class backgrounds enrolled. I conducted an ethnography of the classroom to learn how students negotiate their subjectivities to affiliate with or alienate from their perceptions of physics, and to understand how classroom experiences exacerbate or
Danielsson, Anna T.
This article explores what it can mean to be a woman physics student. A case study approach is used to explore how five women who are studying physics at a Swedish university simultaneously negotiate their doing of physics and their doing of gender. By conceptualising both gender and learning as aspects of identity formation, the analysis of the…
The purpose of this survey study was to examine the level of Malaysian students' motivation with regards to the learning of Physics at the secondary school level, and its influencing factors. The study was carried out on 337 Form Four students who took Physics as a subject, from six schools in a northern state of Malaysia--three from urban areas,…
In this study an attitude questionnaire was developed and applied to identify student teachers' interests and attitudes for basic physics laboratory. In physics laboratory practices run by a higher education institution a new attitude questionnaire was developed and applied twice in two terms by researchers to increase student teachers' success…
Li, Fengjuan; Chen, Junjun; Baker, Miles
While there have been many studies into students' attitudes toward Physical Education at the school level, far fewer studies have been conducted at the university level, especially in China. This study explored 949 students' attitudes toward their university Physical Education experiences in four Chinese universities. An intercorrelated model of…
Bagno, Esther; Eylon, Bat-Sheva; Levy, Smadar
Many teachers would agree that not all their A-level students appreciate the beauty of physics or enjoy solving complex problems. In this article, we describe a photo-contest activity aimed at narrowing the gap between physics and students. The photo contest, involving both students and teachers, is guided by the National Center of Physics…
Recent state and federal legislations on educational accountability push evaluation and grading to the frontline. This study examined students' perspectives of grading in physical education. The participants included students (N = 39) from two middle schools. Data were collected through observation, student profile grading sheets and interviews.…
Jajat; Sultoni, K.; Suherman, A.
The purpose of the research is to analyze the factors that become barriers to physical activity in university students based on physical activity level. An internet-based survey was conducted. The participants were 158 University students from Universitas Pendidikan Indonesia. Barriers to Physical Activity Quiz (BPAQ) were used to assessed the factors that become barriers to physical activity in university students. IPAQ (short form) were used to assessed physical activity level. The results show there was no differences BPAQ based on IPAQ level. But when analyzed further based on seven factors barriers there are differences in factors “social influence and lack of willpower” based IPAQ level. Based on this it was concluded that the “influence from other and lack of willpower” an inhibiting factor on students to perform physical activity.
Kniveton, Bromley H.
This study examines the interaction between gender and the effect on student learning of working alone or in either single or mixed-sex pairs. Sixty-eight A-level students (mean age 16.8 years), all attending mixed-sex schools, took part in a task which incorporated a number of basic learning processes. They worked alone or in either single or…
While the gender gap in physics participation is a known problem, practical strategies that may improve the situation are not well understood. As physics education researchers, we draw on evidence to help inform us of what may or may not be working. To this end, physics identity has proven to be a useful framework for understanding and predicting participation in physics. Drawing on data from national surveys of college students, case studies in physics classes, and surveys of undergraduate women in physics, we identify strategies that are predictive of female students' physics identity development from their high school and undergraduate physics experiences. These findings will be discussed as well as future directions for using this research to increase the recruitment of women to physics-related careers. NSF Grant # 1431846.
Fox, Doug; Nelson, Jim
Describes how the Ontario Section of the American Association of Physics Teachers started a "Grade Eleven Prize Physics Contest" to generate interest in physics and recognize outstanding students. Also describes outcomes of contests, adaptation of the contest by Southeastern Pennsylvania Section, and suggestions for others wanting to…
Suminski, Richard R.; Petosa, Rick; Utter, Alan C.; Zhang, James J.
Compared physical activity patterns among Asian, African, white, and Hispanic, American college students. Self-report data indicated that nearly half of the sample did not engage in vigorous physical activity, and 16.7 percent were inactive. Weight-training, youthful physical activity, and television viewing accounted for a significant portion of…
Mistades, Voltaire Mallari
Research in physics education has identified students' attitudes and beliefs that contribute to higher gains in learning. The study investigated the extent of change in education majors' attitudes, beliefs and cognitive expectations after going through an introductory physics course. Using the MPEX (Maryland Physics Expectations) Survey and the…
Coletta, Vincent P.
Thinking in Physics (TIP) is a new curriculum that is more effective than commonly used interactive engagement methods for students who have the greatest difficulty learning physics. Research has shown a correlation between learning in physics and other factors, including scientific reasoning ability. The TIP curriculum addresses those factors.…
Cleland, Jennifer; de la Croix, Anne; Cotton, Philip; Coull, Sharon; Skelton, John
Communication during the physical examination has been understudied. Explicit, evidence-based guidance is not available as to the most effective content or process of communication while performing physical examination, or indeed how to teach this to medical students. The objective of this exploratory study was to explore how medical students communicate with patients when performing a physical examination in the absence of formal teaching on how to communicate in this situation. We recorded 15 senior UK medical students as they performed physical examinations with real patients in general practice situations. The transcriptions were analysed for linguistic functions to identify the use of different categories of utterances. Student utterances fell into four categories: minimising language; using positive evaluative language; repeating the patient; and stating intentions or explanations and requesting consent. Students would often preface an explanation or action by phrases showing 'togetherness', by using 'we' rather than 'you'. They also used linguistic 'hedges' to minimise the impact of an utterance. Senior medical students speak very little during the physical examination. When they do, they use a taxonomy of utterances that reflects those reported in doctor-patient interactions. Identifying how medical students communicate when carrying out the physical examination is the first step in planning how to best teach specific communication skills. Further work is needed to identify how best to explore communication during physical examination, and how this is taught and learned. © Blackwell Publishing Ltd 2013.
Wright, Handel K.
A study brought together literature appreciation, schema theory, and cross-cultural studies to explore the relationship between the backgrounds of students in one sixth-form literature class in Sierra Leone and the contexts of the plays described in the drama section of the "A" level literature syllabus of the West African Examinations…
Taylor, Carol A.
This article begins with Pollock's comment that Judith Butler "finds hope in failure" and its aim is to explore what "hope in failure" means in relation to A Level students' engagements with post-feminism and feminism. The article grounds its argument in an exploration of how post-feminism and feminism intersect with sixth form…
When teaching at A-level, educators often present a model of psychology that does not extend beyond the confines of the specification. However, sometimes not only is it possible to provide insight into other areas of psychology, it provides a novel way of understanding a concept included in the specification itself. By extending student's…
Darlington, Ellie; Bowyer, Jessica
As part of a large-scale survey of over 4000 undergraduates at British universities, 238 economics students reported on their experiences of studying post-compulsory secondary mathematics qualifications (A-levels) and the preparation they provided for their degrees. Participants were positive about their experience of post-compulsory mathematics…
Darlington, Ellie; Bowyer, Jessica
332 undergraduate chemistry students were surveyed in order to establish whether they had found A-level Mathematics and/or Further Mathematics to be good preparation for their degree. Perceptions of both subjects were found to be positive, with more than 80% of participants describing Mathematics or Further Mathematics as good preparation. In…
El-Sherif, Jennifer L.
Secondary students frequently disengage from participating in physical education and physical activity. The Centers for Disease Control and Prevention (CDC) recommends 60 minutes of vigorous aerobic activity per day, as well as muscle and bone strengthening activities on three or more days a week for children (CDC, n.d.). Physical education may be…
This study addresses questions about particle physics that focus on the nature of electrons. Speculations as to whether they are more like particles or waves or like neither illustrate the difficulties with which students are confronted when trying to incorporate the concepts of quantum physics into their overall conceptual framework. Such…
Physics teachers must broaden their focus from physics for scientists to physics for all. The reason, as the American Association for the Advancement of Science puts it, is: ``Without a scientifically literate population, the outlook for a better world is not promising.'' Physics for all (including the first course for scientists) should be conceptual, not technical. It should describe the universe as we understand it today, including special and general relativity, quantum physics, modern cosmology, the standard model, and quantum fields. Many science writers have shown this is possible. It should include physics-related social topics such as global warming and nuclear weapons, because citizens need to vote on these issues. Above all, it should emphasize the scientific process and the difference between science and nonsense. Science is based not on beliefs but rather on evidence and reason. We should constantly ask ``How do we know?'' and ``What is the evidence?''
Guzzetti, Barbara J.; And Others
Finds that high school physical science students prefer textbooks with expository text that not only gives a correct concept but refutes common incorrect ideas. Finds that writing a comprehensible text is more difficult than the researchers had imagined. (SR)
Esslinger, Keri; Esslinger, Travis; Bagshaw, Jarad
This article describes the use of live action role-playing, or "LARPing," as a non-traditional activity that has the potential to reach students who are not interested in traditional physical education.
Green, A; Peters, T J; Webster, D J
This study determined the relationships of grades in A-level biology and chemistry with examination success or failure during the medical course. By inspection of medical student records, A-level grades at entry to medical school and examination performance were obtained for 128 (91%) of the students who sat their final MBBCh examination at the University of Wales College of Medicine in June 1988. The majority, 92 (72%), completed their medical school careers with no professional examination failures; 15 failed examinations just in the period up to 2nd MB; 11 failed examinations in the clinical period only and 10 failed examinations in both periods. Whereas grade achieved in A-level chemistry was not associated with undergraduate examination performance, students with a grade A or B in A-level biology were less likely to have problems than the others (21% compared with 47%; the difference of 26% has a 95% confidence interval of 7% to 44%). Specifically, there appears to be a strong relationship between a low grade in biology and difficulties in the preclinical examinations. Moreover, for those who have difficulties at this stage, this association continues later in the course.
Students at Copiah-Lincoln Community College (Co-Lin) have been hesitant to take courses in the physical sciences, mostly because of a lack of exposure to them in K-12 or a bad experience in this area. The college is addressing this need by exposing students to the physical sciences early on in their education. The science division at Co-Lin has…
This dissertation aims to make two research contributions: (1) In physics education research, this work aims to advance our understanding of physics student learning at the graduate level. This work attempts to better understand how physics researchers and teachers are produced, and what factors support or encourage the process of becoming a researcher and a teacher. (2) In cognitive science research in the domain of expert/novice differences, researchers are interested in defining and understanding what expertise is. This work aims to provide some insight into some of the components of expertise that go into becoming a competent expert researcher in the domain of physics. This in turn may contribute to our general understanding of expertise across multiple domains. Physics graduate students learn in their classes as students, teach as teaching assistants, and do research with research group as apprentices. They are expected to transition from students to independent researchers and teachers. The three activities of learning, teaching, and research appear to be very different and demand very different skill-sets. In reality, these activities are interrelated and have subtle effects on each other. Understanding how students transition from students to researchers and teachers is important both to PER and physics in general. In physics, an understanding of how physics students become researchers may help us to keep on training physicists who will further advance our understanding of physics. In PER, an understanding of how graduate students learn to teach will help us to train better physics teachers for the future. In this dissertation, I examine physics graduate students' approaches to teaching, learning, and research through semi-structured interviews. The collected data is interpreted and analyzed through a framework that focuses on students' epistemological beliefs and locus of authority. The data show how students' beliefs about knowledge interact with their
Knight, Randall D.
Presents the Vector Knowledge Test that was designed to see if beginning physics students possess the minimal basic knowledge of vectors that will allow them to proceed with a study of Newtonian mechanics. Concludes that only one-third of the students in a calculus-based introductory course at California Polytechnic had sufficient vector…
Young, Sarah J.; Sturts, Jill R.; Ross, Craig M.
This exploratory study provides insight into the perceived physical activity levels of students attending a Midwestern 2-year community college. Over 60% of respondents were classified as overweight or obese based on a BMI measurement. The majority of respondents were not participating regularly in physical activity to gain any health benefits,…
Fisette, Jennifer L.; Placek, Judith H.; Avery, Marybell; Dyson, Ben; Fox, Connie; Franck, Marian; Graber, Kim; Rink, Judith; Zhu, Weimo
The National Association of Sport and Physical Education (NASPE) is committed to providing teachers with the support and guiding principles for implementing valid assessments. Its goal is for physical educators to utilize PE Metrics to measure student learning based on the national standards. The first PE Metrics text provides teachers with…
Millet Learning Center, Saginaw, MI.
The community travel program for physically impaired children at the Millet Learning Center (Saginaw, Michigan) blends skills from two professions: orientation and mobility, and physical therapy. Program goals include enabling students to overcome travel fears, to learn travel skills, to learn to make adaptations necessary for successful travel,…
Castillo, A. J.; Marshall, J.; Cardenas, M. B.
Our objective is to characterize and assess upper division and graduate student thinking by developing and testing an assessment tool for a physical hydrology class. The class' learning goals are: (1) Quantitative process-based understanding of hydrologic processes, (2) Experience with different methods in hydrology, (3) Learning, problem solving, communication skills. These goals were translated into two measurable tasks asked of students in a questionnaire: (1) Describe the significant processes in the hydrological cycle and (2) Describe laws governing these processes. A third question below assessed the students' ability to apply their knowledge: You have been hired as a consultant by __ to (1) assess how urbanization and the current drought have affected a local spring and (2) predict what the effects will be in the future if the drought continues. What information would you need to gather? What measurements would you make? What analyses would you perform? Student and expert responses to the questions were then used to develop a rubric to score responses. Using the rubric, 3 researchers independently blind-coded the full set of pre and post artifacts, resulting in 89% inter-rater agreement on the pre-tests and 83% agreement on the post-tests. We present student scores to illustrate the use of the rubric and to characterize student thinking prior to and following a traditional course. Most students interpreted Q1 in terms of physical processes affecting the water cycle, the primary organizing framework for hydrology, as intended. On the pre-test, one student scored 0, indicating no response, on this question. Twenty students scored 1, indicating rudimentary understanding, 2 students scored a 2, indicating a basic understanding, and no student scored a 3. Student scores on this question improved on the post-test. On the 22 post-tests that were blind scored, 11 students demonstrated some recognition of concepts, 9 students showed a basic understanding, and 2
Adams, Rhys; Chen, Lawrence R.
As educators and researchers in the field of photonics, we find what we do to be very exciting, and sharing this passion and excitement to our university students is natural to us. Via outreach programs and college research funding, a new college and university collaboration has broadened our student audience: photonics is brought into the college classroom and research opportunities are provided to college students. Photonics-themed active learning activities are conducted in the college Waves and Modern Physics class, helping students forge relationships between course content and modern communications technologies. Presentations on photonics research are prepared and presented by the professor and past college student-researchers. The students are then given a full tour of the photonics university laboratories. Furthermore, funds are set aside to give college students a unique opportunity to assist the college professor with experiments during a paid summer research internship.
Gehris, Jeffrey; Kress, Jeff; Swalm, Ricky
This study investigated 10th-grade students' views concerning the physical effects of an adventure-physical education curriculum and the potential of such a curriculum to enhance components of a multidimensional model of physical self-concept. Semistructured interviews were used to obtain students' views and participant observations were conducted…
My immediate response to the title of Quantum Physics for Poets is "I am not worthy." Although I have written a couple of limericks and a particularly dire sonnet, I am hardly a poet. Luckily, the book's target audience is not actually so limited.
Careful observations of learners' reasoning belie simple characterizations of their knowledge or abilities: Students who appear to lack understanding or abilities at one moment show evidence of them at another. Detecting this variability generally requires close examination of what and how students are thinking, moment-to-moment, which makes research difficult. But the findings challenge unitary accounts of intelligence, stages of development, and misconceptions. Joe Redish and others have been working from a more complex theoretical framework of innumerable, fine-grained cognitive structures we call ``resources.'' They are, roughly, ways of thinking people have that may apply or not in any particular moment. (Thinking about energy, for example, may involve resources for understanding location or conservation, or oscillations in time, or differential symmetry.) The variability we observe in student reasoning reflects variability in resource activation. Resources are to models of mind what partons used to be to models of hadrons: We know we should be thinking of entities and dynamics at a smaller scale than we've been considering, even if we don't know their particular properties. Understanding minds in this way has profound implications for research and for teaching.
Coletta, Vincent P.
Thinking in Physics (TIP) is a new curriculum that is more effective than commonly used interactive engagement methods for students who have the greatest difficulty learning physics. Research has shown a correlation between learning in physics and other factors, including scientific reasoning ability. The TIP curriculum addresses those factors. Features of the curriculum and evidence of its effectiveness are described. The most recent version of the TIP curriculum has greatly reduced a substantial gender gap that previously existed. More details and sample materials are provided in Thinking in Physics, a book intended for instructors of introductory physics, published in 2014 by Pearson as part of its Educational Innovation series. Additional materials, both for students and instructors, are provided on the website http://thinkinginphysics.com. Both the book and the website are free.
McManus, Chris; Woolf, Katherine; Dacre, Jane E
Background More and more medical school applicants in England and Wales are gaining the maximum grade at A level of AAA, and the UK Government has now agreed to pilot the introduction of a new A* grade. This study assessed the likely utility of additional grades of A* or of A**. Methods Statistical analysis of university selection data collected by the Universities and Colleges Admissions Service (UCAS), consisting of data from 1,484,650 applicants to UCAS for the years 2003, 2004 and 2005, of whom 23,628 were medical school applicants, and of these 14,510 were medical school entrants from the UK, aged under 21, and with three or four A level results. The main outcome measure was the number of points scored by applicants in their best three A level subjects. Results Censored normal distributions showed a good fit to the data using maximum likelihood modelling. If it were the case that A* grades had already been introduced, then at present about 11% of medical school applicants and 18% of entrants would achieve the maximum score of 3 A*s. Projections for the years 2010, 2015 and 2020 suggest that about 26%, 35% and 46% of medical school entrants would have 3 A* grades. Conclusion Although A* grades at A level will help in medical student selection, within a decade, a third of medical students will gain maximum grades. While revising the A level system there is a strong argument, as proposed in the Tomlinson Report, for introducing an A** grade. PMID:18394196
Treadwell, Sheri M.
Nationwide, only 56% of students attended physical education class on one or more days per week, and only 33% of students attended physical education daily in 2009. Physical educators have the responsibility to create positive experiences in physical education, as well as to develop physical skills and feelings of self-efficacy in their students.…
Lowdermilk, Margaret; Lampley, Jim; Tweed, Stephanie
The purpose of this study was to determine the learning styles of Doctor of Physical Therapy (DPT) students and associate degree Physical Therapist Assistant (PTA) students and identify any association between their learning styles and examine the association between gender and age by learning style. Participants included 337 DPT and PTA students…
Chevan, Julia; Haskvitz, Esther M
Physical therapy practitioners are among the many health care professionals who can counsel their patients to address the public health care concern of physical inactivity. Health care providers who are physically active themselves are more likely to counsel patients on the benefits of activity. The purposes of this study were: (1) to examine the leisure-time physical activity habits of physical therapists, physical therapist assistants, and student physical therapists in the United States using Centers for Disease Control and Prevention and American College of Sports Medicine (CDC-ACSM) recommendations and (2) to compare these habits with those of the general population and other health care professionals. A cross-sectional survey design was used. There were 2 data sources. A random sample of American Physical Therapy Association members completed an online survey that included questions about physical activity habits worded in same manner as the leisure-time activities section of the 2005 National Health Interview Survey (NHIS). The final study sample comprised 1,238 participants: 923 physical therapists, 210 student physical therapists, and 105 physical therapist assistants. The 2005 NHIS public use data files were the source for the same information about the general US population and for a subset of health care professionals. Rates of participation in vigorous and moderate physical activity were analyzed. Physical therapists, physical therapist assistants, and student physical therapists exercised at higher rates than adults and health-diagnosing professionals in the 2005 NHIS. Limitations The study may be limited by sampling and response bias. This study identified that physical therapists, physical therapist assistants, and student physical therapists are meeting CDC-ACSM physical activity guidelines at higher rates than the US adult population and health-diagnosing professionals. These rates exceed the physical activity targets set for adults in Healthy
Explores the significance of engagement as a stance toward teaching and learning, noting how engagement can affect the way teachers and students interact in physical education settings and surrounding environments and presenting activities to encourage engagement (develop performance routines, say and switch, roundtable brainstorm, bubble gum…
Mowatt, Marilyn; And Others
Attitudes toward physical activity among 564 undergraduate and graduate students were primarily influenced by gender, year in school, activity class enrollment, and the passage of time. An experimental group, which received mini-lectures on the scientific bases of exercise, showed little significant change in attitude. The survey instrument is…
Baily, Charles; Finkelstein, Noah D.
The perspectives of introductory classical physics students can often negatively influence how those students later interpret quantum phenomena when taking an introductory course in modern physics. A detailed exploration of student perspectives on the interpretation of quantum physics is needed, both to characterize student understanding of…
Newton, D. P.
A survey of sixth-form students to determine the level of A-level textbook use in physics, chemistry, and biology in English schools found that texts are used primarily after the lesson, at the student's discretion, and with great variations between students. Biology texts were used most, and physics texts used least. (MBR)
THE REAL STUFF is an Expanded Media Physics Course aimed at students still in the formative early years of secondary school. Its consists of a working script for an interactive multimedia study unit in basic concepts of physics. The unit begins with a prologue on the Big Bang that sets the stage, and concludes with a lesson on Newton's first law of motion. The format is interactive, placing the individual student in control of a layered hypermedia'' structure that enables him or her to find a level of detail and difficulty that is comfortable and meaningful. The intent is tomore » make physics relevant, intellectually accessible and fun. On-screen presenters and demonstrators will be females and males of various ages, ethnicities and backgrounds, and will include celebrities and physicists of note. A lean, layered design encourages repeated, cumulative study and makes the material useful for self-directed Teaming even by college students. THE REAL STUFF introduces a new science teaching paradigm, a way to teach science that will engage even students who have declined'' to be interested in science in the past. Increased participation in science by women, African-Americans and Spanish-speaking students is a particular goal.« less
Ayers, Suzan F
The value of conceptual physical education knowledge has long been acknowledged (American Alliance for Health, Physical Education, and Recreation, 1969; Kneer, 1981; NASPE, 1995) yet has not been formally measured or assessed. Seven multiple choice tests with established validity and reliability (Ayers, 2001b) were used to assess the concepts identified in Mohnsen's text (1998). Tests were administered to 3,263 high school students at the schools of 17 NASPE Teachers of the Year in 16 states. On all tests, girls outscored boys, and Caucasians outscored all other racial groups. Examinees' average performance on each test was: motor development (65%), exercise physiology (62%), social psychology (60%), biomechanics (57%), aesthetic experiences (56%), motor learning (53%), and historical perspectives (49%). Analyses of each area determined concepts students knew and did not know.
Jones, C. J.; Nelson, Barbara
Children often have trouble finding effective ways to deal with daily stress. Physical educators work in an environment where they can observe and study their students. Suggestions are offered for physical education teachers dealing with students with problems. (DF)
The reasons why students from lower socio-economic groups are under-represented at high status universities are not yet entirely understood, but evidence suggests that part of the gap may be a consequence of differential choice of A-levels by social background. The Russell Group of universities has since 2011 published guidance on A-level subject…
Korur, Fikret; Eryilmaz, Ali
Problem Statement: What do teachers and students in Turkey perceive as the common characteristics of effective physics teachers? Purpose of Study: The first aim was to investigate the common characteristics of effective physics teachers by asking students and teachers about the effects of teacher characteristics on student physics achievement and…
Itza-Ortiz, Salomon F.; Rebello, N. Sanjay; Zollman, Dean A.
The everyday meaning and usage of several words can differ significantly from their meaning and usage in physics. Examining these differences, and how students respond to them, may shed some light on students' physical learning difficulties. We surveyed (N=154) students in a conceptual physics course on their use of some words, "force", "momentum"…
Avison, John H.
The full range of A-level courses available in the UK is analysed and comment made to help teaching staff gain a clearer perspective on the courses and decide what criteria should be used in selecting a syllabus and Board for their students
Gao, Zan; Newton, Maria; Carson, Russell L.
This study examines the predictive utility of students' motivation (self-efficacy and task values) to their physical activity levels and health-related physical fitness (cardiovascular fitness and muscular strength/endurance) in middle school fitness activity classes. Participants (N = 305) responded to questionnaires assessing their self-efficacy…
Van Dusen, Ben
Too often, physics students are beset by feelings of failure and isolation rather than experiencing the creative joys of discovery that physics has to offer. This dissertation research was founded on the desire of a teacher to make physics class exciting and motivating to his students. This work explores how various aspects of learning environments interact with student motivation. This work uses qualitative and quantitative methods to explore how students are motivated to engage in physics and how they feel about themselves while engaging in physics. The collection of four studies in this dissertation culminates in a sociocultural perspective on motivation and identity. This perspective uses two extremes of how students experience physics as a lens for understanding motivation: fear and self-preservation versus integrity and self-expression. Rather than viewing motivation as a property of the student, or viewing students as inherently interested or disinterested in physics, the theoretical perspective on motivation and identity helps examine features of the learning environments that determine how students' experience themselves through physics class. This perspective highlights the importance of feeling a sense of belonging in the context of physics and the power that teachers have in shaping students' motivation through the construction of their classroom learning environments. Findings demonstrate how different ways that students experience themselves in physics class impact their performance and interest in physics. This dissertation concludes with a set of design principles that can foster integration and integrity among students in physics learning environments.
Seibert, J Anthony; Clements, Jessica B; Halvorsen, Per H; Herman, Michael G; Martin, Melissa C; Palta, Jatinder; Pfeiffer, Douglas E; Pizzutiello, Robert J; Schueler, Beth A; Shepard, S Jeff; Fairobrent, Lynne A
The American Association of Physicists in Medicine (AAPM) is a nonprofit professional society whose primary purposes are to advance the science, education and professional practice of medical physics. The AAPM has more than 8,000 members and is the principal organization of medical physicists in the United States.The AAPM will periodically define new practice guidelines for medical physics practice to help advance the science of medical physics and to improve the quality of service to patients throughout the United States. Existing medical physics practice guidelines will be reviewed for the purpose of revision or renewal, as appropriate, on their fifth anniversary or sooner.Each medical physics practice guideline represents a policy statement by the AAPM, has undergone a thorough consensus process in which it has been subjected to extensive review, and requires the approval of the Professional Council. The medical physics practice guidelines recognize that the safe and effective use of diagnostic and therapeutic radiology requires specific training, skills, and techniques, as described in each document. Reproduction or modification of the published practice guidelines and technical standards by those entities not providing these services is not authorized.The following terms are used in the AAPM practice guidelines:Must and Must Not: Used to indicate that adherence to the recommendation is considered necessary to conform to this practice guideline.Should and Should Not: Used to indicate a prudent practice to which exceptions may occasionally be made in appropriate circumstances.
McHugh, M.; McCauley, V.
This paper offers an insight into the design structure of physics video hooks that were developed by the Science Education Resource design team in the school of education (SOE) in National University of Ireland, Galway (NUI Galway). A hook, is an instructional technique used to stimulate student attention (Hunter 1994, Lemov 2010), interest (Jewett 2013) and engagement (McCrory 2011, Riendeau 2013). The physics video hooks followed a design framework that is illustrated below by breaking down the centre of gravity (COG) hook. Various design principles and elements embedded within the COG hook are presented with examples and the time they occur within the video. The intention of this article is that the design can be replicated and modified to aid teachers and designers in the development of a multitude of classroom based multimedia resources.
Wilcox, Bethany R.; Lewandowski, H. J.
Student learning in instructional physics labs represents a growing area of research that includes investigations of students' beliefs and expectations about the nature of experimental physics. To directly probe students' epistemologies about experimental physics and support broader lab transformation efforts at the University of Colorado Boulder…
The study explored facets of identity formation considered to be of significance by Zimbabwean female adolescent students in physics. Four high schools that were offering physics at A' level in the Midlands Province, in Zimbabwe were targeted. Nine female adolescents doing mathematics and physics and only mathematics were chosen. Data generation…
Harlow, Jason J. B.; Harrison, David M.; Justason, Michael; Meyertholen, Andrew; Wilson, Brian
We measured the personality type of the students in a large introductory physics course of mostly life science students using the True Colors instrument. We found large correlations of personality type with performance on the precourse Force Concept Inventory (FCI), both term tests, the postcourse FCI, and the final examination. We also saw correlations with the normalized gain on the FCI. The personality profile of the students in this course is very different from the profile of the physics faculty and graduate students, and also very different from the profile of students taking the introductory physics course intended for physics majors and specialists.
Redmond, Kendra; Czujko, Roman; Sauncy, Toni
Most undergraduate physics programs focus on preparing students for physics graduate school, but in reality around 40% of physics bachelor's degree recipients go directly into the workforce. In response to calls for more STEM workers and a desire to see more students of all ambitions benefit from a physics education, the American Institute of Physics has been exploring how physics departments can better prepare their students to enter the STEM workforce after the bachelor's degree, and how students can better prepare themselves to enter the STEM workforce. This poster will include results from this NSF-funded Career Pathways Project, including an overview of common features of departments that successfully prepare students to enter the workforce and a career toolbox we have created for physics students. Work supported by NSF award 1011829.
Bevans, Katherine; Fitzpatrick, Leslie-Anne; Sanchez, Betty; Forrest, Christopher B.
This study was conducted to identify student characteristics and instructional factors that impact student engagement in physical education (PE). Data were derived from the systematic observation of 124 sessions taught by 31 physical educators and the administration of health and PE engagement questionnaires to 2,018 students in grades 5-8.…
Richards, K. Andrew R.; McLoughlin, Gabriella M.; Ivy, Victoria Nicole; Gaudreault, Karen Lux
Purpose: Despite an abundance of research on doctoral student socialization in higher education, little attention has been paid to physical education doctoral students. This study sought to understand physical education doctoral students' perceptions of their socialization as preparation for faculty roles. Method: Participants included 32 physical…
Mercier, Kevin; Doolittle, Sarah
While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…
Many physics teachers assign projects where students are asked to measure real-world motion. One purpose of this student-centered activity is to cultivate the relevance of physics in their lives. Typical project topics may include measuring the speed of a student's fastball and calculating how much reaction time batters are given. Another student…
Spittle, Michael; Spittle, Sharna
This study explored the perceptions of university physical education students of the importance of physical education curriculum content areas and how those perceptions related to the reasons for course choice and motivation. Physical education degree students (n = 188) completed measures of their perceptions of physical education content areas,…
Dauenhauer, Brian D.; Keating, Xiaofen D.
The purpose of this study was to examine the role of physical education in shaping physical activity patterns. Seventy-one Hispanic and African American elementary students participated in the study. Students attended one 30- and one 60-min physical education class weekly. Pedometer steps were used to estimate physical activity. Data suggest that…
Kimball, Jessica; Jenkins, Jayne; Wallhead, Tristan
The purpose of this study was to use the Lifelong Physical Activity (LLPA) framework to examine the influence of high school physical education (PE) on university students' level of physical activity (PA). Participants included 365 undergraduate students from the Rocky Mountain West of the USA enrolled in a university physical activity course.…
Marrongelle, Karen A.
The present research study investigates how undergraduate students in an integrated calculus and physics class use physics to help them solve calculus problems. Using Zandieh's (2000) framework for analyzing student understanding of derivative as a starting point, this study adds detail to her "paradigmatic physical" context and begins to address…
Wilcox, Bethany R.; Lewandowski, H. J.
The physics community explores and explains the physical world through a blend of theoretical and experimental studies. The future of physics as a discipline depends on training of students in both the theoretical and experimental aspects of the field. However, while student learning within lecture courses has been the subject of extensive…
Ben-Shlomo, Y; Fallon, U; Sterne, J; Brookes, S
With the advent of evidence-based medicine, medical students, doctors and other healthcare professionals are required to be more skilled in the interpretation and manipulation of numerical data. The authors observed that undergraduate students without A-level mathematics expressed concern as to their ability to cope with an epidemiology and biostatistics course. It was hypothesized that these anxieties reflected differences in attitudes to numerical manipulation rather than any real lack of competence. Mean exam performance scores were compared for 498 first-year medical students between 2000 and 2002 depending on whether the students did or did not have A-level mathematics. The data revealed no difference in performance. Students without mathematics A-level scored marginally worse (-1.1%, 95% CI -3.1% to 0.8%, p=0.20) but were no more likely to fail the exam (odds ratio=0.98, 95% CI 0.40 to 2.6, p=0.9). It is concluded that some students experience 'numerophobia'-- a perceived and, it is thought, disproportionate fear of numbers and simple mathematical manipulation. This may act as a psychological barrier for future evidence-based practitioners.
Dziubinski, Julian P.
Each year, around 250,000 16-year-olds in the United Kingdom finish their GCSEs and begin studying for their Advanced (A-) levels, many of them at further education (FE) college. Students study their A-level courses at FE college for a number of reasons, including a more mature relationship with teachers. As we approach the 64th anniversary of…
Bermúdez, Valmore; Aparicio, Daniel; Rojas, Edward; Peñaranda, Lianny; Finol, Freddy; Acosta, Luis; Mengual, Edgardo; Rojas, Joselyn; Arráiz, Nailet; Toledo, Alexandra; Colmenares, Carlos; Urribarí, Jesica; Sanchez, Wireynis; Pineda, Carlos; Rodriguez, Dalia; Faria, Judith; Añez, Roberto; Cano, Raquel; Cano, Clímaco; Sorell, Luis; Velasco, Manuel
Coronary artery disease is the main cause of death worldwide. Lipoprotein(a) [Lp(a)], is an independent risk factor for coronary artery disease in which concentrations are genetically regulated. Contradictory results have been published about physical activity influence on Lp(a) concentration. This research aimed to determine associations between different physical activity levels and Lp(a) concentration. A descriptive and cross-sectional study was made in 1340 randomly selected subjects (males = 598; females = 712) to whom a complete clinical history, the International Physical Activity Questionnaire, and Lp(a) level determination were made. Statistical analysis was carried out to assess qualitative variables relationship by chi2 and differences between means by one-way analysis of variance considering a P value <0.05 as statistically significant. Results are shown as absolute frequencies, percentages, and mean +/- standard deviation according to case. Physical activity levels were ordinal classified as follows: low activity with 24.3% (n = 318), moderate activity with 35.0% (n = 458), and high physical activity with 40.8% (n = 534). Lp(a) concentration in the studied sample was 26.28 +/- 12.64 (IC: 25.59-26.96) mg/dL. Lp(a) concentration according to low, moderate, and high physical activity levels were 29.22 +/- 13.74, 26.27 +/- 12.91, and 24.53 +/- 11.35 mg/dL, respectively, observing statistically significant differences between low and moderate level (P = 0.004) and low and high level (P < 0.001). A strong association (chi2 = 9.771; P = 0.002) was observed among a high physical activity level and a normal concentration of Lp(a) (less than 30 mg/dL). A lifestyle characterized by high physical activity is associated with normal Lp(a) levels.
Many physics teachers assign projects where students are asked to measure real-world motion. One purpose of this student-centered activity is to cultivate the relevance of physics in their lives. Typical project topics may include measuring the speed of a student's fastball and calculating how much reaction time batters are given. Another student may find the trajectory of her dive off the blocks at the pool and its effect on race time. Leaving the experimental design to the student's imagination allows for a variety of proposals ranging from stopwatches to highly technical video analysis. The past few years have shown an increase in students' eagerness to tackle the physics behind the motion of virtual characters and phenomena in their own video games. This paper puts forth a method of analyzing the physics behind bringing the games students are playing for enjoyment into the physics classroom.
It has been a challenging day. The electricity is off because snow and extreme winds have toppled trees into power lines all across my county. As I've been trying to devise a way to cook dinner, I've been thinking about how equipped we are to handle such emergencies. My husband, who has worked most of the day getting the portable generator going and figuring out how to hook up things to keep us warm and safe, made the comment, "You have to be a MacGyver if you are going to be a homeowner." I began wondering how well we are equipping our students with the ability to figure out how to make things work. We teach the physics principles so they can solve the "book problems," but are we helping them to understand the principles well enough to become real problem solvers? Are they prepared to handle situations when the "usual things" aren't working?
O'Reilly, Maria T.
A study found that the physical attractiveness of a dental school teacher affected the student's opinion of teaching effectiveness, regardless of the student's sex, with effectiveness ratings correlating with pleasing appearance. (MSE)
Tsai, Kuei-Fang; Fu, Guopeng
This case study provides an explanatory account on the underachievement of three gifted students studying physics in a Taiwanese university. The students' physics underachievement was diagnosed by Sato's student-problem analysis chart. These students were invited to complete a questionnaire and a follow-up interview in order to (1) understand the…
Over the past 15 years, there has been a range of standards-driven educational interventions in England: focused particularly on students' writing, they have been targeted at particular students, short-term and based on the assumption that identifiable, quantifiable inputs would produce pre-identified, measurable outputs. This article explores one…
James, Alana I.
Two challenges identified for psychology higher education are supporting entry students' transition, and supporting graduates' transition into employment. The evaluation of the first phase of a cross-age mentoring action research project targeting these issues is presented; eight psychology undergraduates mentored 20 A-level psychology pupils in…
Jane Facey was unsatisfied with the way in which her A-Level students responded to typical assessment practice. This would normally involve their teacher marking their work and then providing them with written feedback. In looking to move beyond this, Facey drew upon a wide range of research and practice which has sought to develop the way in…
The lament that "students can't write" remains loud and defiant, even after years of research pointing to the myriad factors that make students' writing challenging, particularly when they move into university. This paper reports on a longitudinal, ethnographic study which explored students' writing "in transition," from…
The physics community explores and explains the physical world through a blend of theoretical and experimental studies. The future of physics as a discipline depends on training of students in both the theoretical and experimental aspects of the field. However, while student learning within lecture courses has been the subject of extensive research, lab courses remain relatively under-studied. In particular, there is little, if any, data available that addresses the effectiveness of physics lab courses at encouraging students to recognize the nature and importance of experimental physics within the discipline as a whole. To address this gap, we present the first large-scale, national study (Ninstitutions = 71 and Nstudents = 7167) of undergraduate physics lab courses through analysis of students' responses to a research-validated assessment designed to investigate students' beliefs about the nature of experimental physics. We find that students often enter and leave physics lab courses with ideas about experimental physics that are inconsistent with the views of practicing experimental physicists, and this trend holds at both the introductory and upper-division levels. Despite this inconsistency, we find that both introductory and upper-division students are able to accurately predict the expert-like response even in cases where their personal views disagree. These finding have implications for the recruitment, retention, and adequate preparation of students in physics. This work was funded by the NSF-IUSE Grant No. DUE-1432204 and NSF Grant No. PHY-1125844.
Wilcox, Bethany R.; Lewandowski, H. J.
The physics community explores and explains the physical world through a blend of theoretical and experimental studies. The future of physics as a discipline depends on training of students in both the theoretical and experimental aspects of the field. However, while student learning within lecture courses has been the subject of extensive research, lab courses remain relatively under-studied. In particular, there is little, if any, data available that address the effectiveness of physics lab courses at encouraging students to recognize the nature and importance of experimental physics within the discipline as a whole. To address this gap, we present the first large-scale, national study (Ninstitutions=75 and Nstudents=7167 ) of undergraduate physics lab courses through analysis of students' responses to a research-validated assessment designed to investigate students' beliefs about the nature of experimental physics. We find that students often enter and leave physics lab courses with ideas about experimental physics as practiced in their courses that are inconsistent with the views of practicing experimental physicists, and this trend holds at both the introductory and upper-division levels. Despite this inconsistency, we find that both introductory and upper-division students are able to accurately predict the expertlike response even in cases where their views about experimentation in their lab courses disagree. These finding have implications for the recruitment, retention, and adequate preparation of students in physics.
Simon, Judith C.
Lists suggestions for teachers to prepare them for teaching clerical skills to handicapped students. Specifically discusses teaching typewriting to students with missing fingers or arms and business skills to hearing and visually impaired students. Lists sources of additional information. (JOW)
Nicaise, Virginie; Cogerino, Genevieve; Fairclough, Stuart; Bois, Julien; Davis, Kathryn
Previous research conducted in both classroom and physical education (PE) settings has examined the impact of student gender on teacher-student interactions. The purpose of this study was to extend this line of research by analysing the influence of student gender and different types of physical activity on the frequency and nature of teacher…
DANIELS, ARTHUR S.; DAVIES, EVELYN A.
THIS BOOK HAS THREE PURPOSES--(1) TO SHOW HOW PHYSICAL EDUCATION ACTIVITIES MAY BE ADAPTED FOR EXCEPTIONAL STUDENTS AT ALL LEVELS OF SCHOOL, (2) TO SERVE AS A PRACTICAL GUIDE TO PHYSICAL EDUCATION PERSONNEL WHO WISH TO WORK FOR FULL DEVELOPMENT OF EACH STUDENT, AND (3) TO SERVE AS A TEXT FOR STUDENTS IN TRAINING, TEACHERS, AND THERAPISTS. PART ONE…
Button, Brenton; Trites, Stephen; Janssen, Ian
The physical and social environments at schools are related to students' moderate-to-vigorous physical activity (MVPA) levels. The purpose of this study was to explore the interactive effects of the school physical environment and school social capital on the MVPA of students while at school. Data from 18,875 grade 6-10 students from 331 schools who participated in the 2009/10 Canadian Health Behaviour in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school and on their school's social capital. Administrator reports were used to create a physical activity related physical environment score. The school physical environment score was positively associated with student MVPA at school (β = 0.040, p < .005). The association between the school social capital and MVPA was also positive (β = 0.074, p < .001). The difference in physical environments equated to about 20 minutes/week of MVPA for students attending schools with the lowest number of physical environment features and about 40 minutes/week for students attending schools with the lowest school social capital scores by comparison to students attending schools with the highest scores. The findings suggest that school social capital may be a more important factor in increasing students MVPA than the school physical environment. The results of this study may help inform interventions aimed at increasing student physical activity levels.
Hazari, Zahra; Brewe, Eric; Goertzen, Renee Michelle; Hodapp, Theodore
Given the historic and continued underrepresentation of women in physics, it is important to understand the role that high school physics might play in attracting female students to physics careers. Drawing on data from over 900 female undergraduates in physics, we examine when these women became interested in physics careers and different sources…
Crawley, Gerard M.
The National Conference of Black Physics Students began in 1986 when several Black physics graduate students at MIT and Harvard decided to address the 'pipeline problem' of African Americans in physics by organizing a conference for Black physics undergraduates. The goals of the conference were: (1) to develop a network within the Black physics community, (2) to make Black students in physics, particularly at graduate level, aware of academic and professional opportunities and (3) to bring important issues and developments in the field to the attention of these students. We are pleased to announce the Seventh Annual National Conference of Black Physics Students held February 12 and 13, 1993 served the largest population of students so far. The largest conference previous to this one hosted 150 students. We registered and prepared for 240 students with 210 actually attenting. We received so many qualified abstracts for technical talks by students that instead of NCBPS's tradition of 3-4 student presentations, we ran 4 parallel sessions in different rooms with 4-5 presentations in each room. In response to comments from previous conferences, the program contained 3 workshop/discussion sessions. The topics for the interactive discussion workshops were: 'Getting Ready for Graduate School,' 'How to Succeed in Graduate School,' and 'Issues Facing Black Scientists.'
Erwin, Heather E.; Stellino, Megan Babkes; Beets, Michael W.; Beighle, Aaron; Johnson, Christine E.
Obesity levels among American children are increasing at an alarming rate, due in part to a lack of regular physical activity (PA). Physical education (PE) is one way to facilitate student PA. The overarching PA goal for physical educators is 50% PA for students. Self-determination theory suggests that PA levels in PE and a variety of other…
Hinman, Martha R.; Peterson, Cathryn A.; Gibbs, Karen A.
Most research on graduate students with disabilities (SWDs) has focused on medical education. The purposes of this study were to: (1) estimate the prevalence of students with physical disabilities (SWPDs) in physical therapy programs, (2) identify common types of physical disabilities, (3) document the types of accommodations requested by SWPDs,…
Bevans, Katherine; Fitzpatrick, Leslie-Anne; Sanchez, Betty; Forrest, Christopher B.
This study was conducted to identify student characteristics and instructional factors that impact student engagement in physical education (PE). Data were derived from the systematic observation of 124 sessions taught by 31 physical educators and the administration of health and PE engagement questionnaires to 2,018 students in grades 5–8. Physical activity was directly affected by student engagement and perceived competence in PE and indirectly affected by students’ body image through its association with PE engagement. Multilevel analyses revealed that the proportion of class time devoted to game play was negatively associated with student engagement in PE. Although less frequently used during PE sessions, skill practice was positively associated with student engagement and inactive instruction was negatively associated with student engagement. These effects were particularly pronounced among students with poor competence beliefs. Implications for PE instructional practice and future research are presented. PMID:22844176
Sadowski, Cheryl A; Li, Johnson Ching-hong; Pasay, Darren; Jones, C Allyson
To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.
Sadowski, Cheryl A.; Li, Johnson Ching-hong; Pasay, Darren
Objective. To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). Design. The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. Assessment. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. Conclusion. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices. PMID:26889067
Hazari, Zahra; Brewe, Eric; Goertzen, Renee Michelle; Hodapp, Theodore
Given the historic and continued underrepresentation of women in physics, it is important to understand the role that high school physics might play in attracting female students to physics careers. Drawing on data from over 900 female undergraduates in physics, we examine when these women became interested in physics careers and different sources of recognition (important for physics identity development) that may have affected their choices at certain time points. The results provide optimism since many of these female students, even those not previously intending science careers, began to intend physics careers in high school and recognition from high school physics teachers had a significant effect on predicting these intentions.
Chiou, Guo-Li; Lee, Min-Hsien; Tsai, Chin-Chung
Background and purpose: Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students' epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method: A total of 279 Taiwanese high…
The purpose of this study was to describe high school students' "physics", physics lesson" and "physics teacher" conceptions by using metaphors. 313 students participated in the study from different high school types in Siirt, Turkey. A metaphorical perception form constructed by researcher was individually conducted,…
Dobbin, Donya Rae
Currently the production of college graduates with science and engineering degrees is insufficient to fill the increasing number of jobs requiring these skills. This study focuses on physics majors with an in-depth examination of student transitions from high school to college. Many different areas of influence could affect a student's decision to major in physics. The first phase of this study addresses all of the potential areas of influence identified from the literature. The goal was to identify common influences that might be used to increase students' interest in majoring in physics. Subjects (N=35) from the first phase were recruited from physics majors at diverse Michigan colleges and universities. The second phase of this study explored, in more depth, important areas of influence identified in the first phase of the study. Subjects (N=94) from the second phase were recruited from diverse colleges and universities in Indiana, Illinois, and Ohio. The interviews were also conducted via email. Approximately half of the students in the study decided to major in physics while still in high school. Their reasons relate to many of the areas of influence. For example, high school physics teachers were cited as a strong influence in many students' decisions to major in physics. Influential physics teachers were described as being helpful, encouraging and interesting. The teachers also need to be their students' number one cheerleader and not their number one critic. Some areas of influence were found to be different for males vs. females. A high percentage of all physics majors had influential adults with careers in physical or biological science fields. This percentage was even larger for female physics majors. Female students also showed a greater initial interest in astronomy than the male students. Thus, high school and college physics teachers should seek to expose students to science-related careers and adults with these careers. Astronomy is also an
Previous studies of student epistemological beliefs about physics and learning physics focused on college and post-college students in Western countries. However, little is known about early-grade students in Asian countries. This paper reports Chinese middle and high school students' views about the nature of physics and learning physics, measured by the Colorado Learning Attitudes Survey about Science (CLASS). Two variables—school level and gender—are examined for a series of comparative analyses. Results show that although middle school students received fewer years of education in physics, they demonstrated more expert-like conceptions about this subject matter than high school students. Also, male students in general exhibited more expert-like views than their female counterparts. While such a gender difference remained constant across both middle and high schools, for the most part it was a small-size difference.
Moore, Shirley; Stilwell, Matthew; Boerner, Zach
The Colorado School of Mines (CSM) Society of Physics Students (SPS) revitalized in 2008 and has since blown up with outreach activity, incorporating all age levels into our programs. In Spring 2010, CSM SPS launched a new program called Partners in Physics. Students from Golden High School came to CSM where they had a college-level lesson on standing waves and their applications. These students then joined volunteers from CSM in teaching local elementary school students about standing waves beginning with a science show. The CSM and high school students then helped the children to build make-and-take demonstrations incorporating waves. This year, rockets are the theme for Partners in Physics and we began with demonstrations with local middle school students. In Spring 2011, CSM SPS will be teaching elementary school students about projectile motion and model rockets along with these middle school students. Colorado School of Mines Department of Physics
Jenkins, Jayne M.; Jenkins, Patience; Collums, Ashley; Werhonig, Gary
Conceptual physical education (CPE) courses are typically included in university course work to provide students knowledge and skills to engage in physical activity for life. The purpose of this study was to identify CPE course characteristics that contributed to positive and negative student perceptions. Participants included 157 undergraduates…
Mahon, Michael J.
The guide is intended to assist Manitoba physical education teachers in the process of integrating students with disabilities into regular physical education classes. The manual provides an introduction to students with special needs, stresses the need to create an accepting environment, discusses various teaching tips, and highlights resources…
Klepfer, Shaley DePolo
College students are increasingly less physically active. Investigation into this problem is important because individuals develop lifelong habits during the college time period. College students' perceptions regarding physical activity and overall wellness are important factors in creating positive change toward healthier lifestyle habits. Based…
Walsh, Laura N.; Howard, Robert G.; Bowe, Brian
This paper describes ongoing research investigating student approaches to quantitative and qualitative problem solving in physics. This empirical study was conducted using a phenomenographic approach to analyze data from individual semistructured problem solving interviews with 22 introductory college physics students. The main result of the study…
Gaffney, Jonathan David Housley
Students often make errors when trying to solve qualitative or conceptual physics problems, and while many successful instructional interventions have been generated to prevent such errors, the process of deduction that students use when solving physics problems has not been thoroughly studied. In an effort to better understand that reasoning…
McDaniel, Tyler; Melton, Bridget F.; Langdon, Jody
Objective: A physical activity passport (PAP) was developed to increase student's physical activity through the collaboration of student life and academics. The purpose was to measure the effectiveness of the PAP. Design: The research design used was a quantitative, descriptive, quasi-experimental design with experimental and control groups.…
Iadevaia, David G.
In 1989 a study was conducted at Pima Community College (PCC) to assess students' knowledge of basic physical science concepts. A three-part survey instrument was administered to students in a second semester sociology class, a first semester astronomy class, a second semester Spanish class, and a first semester physics class. The survey…
Mowling, Claire M.; Brock, Sheri J.; Eiler, Kim K.; Rudisill, Mary E.
A fundamental characteristic of a successful physical education program is that the students are interested and motivated to learn the intended objectives. Unfortunately, in many cases, students begin losing interest in physical education as they progress through school. In order to better understand this phenomenon, the authors explored the…
Nagel, Megan L.; Lindsey, Beth A.
This paper describes an interdisciplinary investigation of students' usage of ideas about energy from physics in the context of introductory chemistry. We focus on student understanding of the idea that potential energy is a function of distance between interacting objects, a concept relevant to understanding potential energy in both physical and…
Hall, Nicholas; Webb, David
The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a self-determination theory perspective. A correlational study investigated whether certain aspects of the student experience correlated with how autonomy supportive (versus controlling) students perceived their instructors to be. An autonomy-supportive instructor acknowledges students' perspectives and feelings and provides students with information and opportunities for choice while minimizing external pressures (e.g., incentives or deadlines). It was found that the degree to which students perceived their instructors as autonomy supportive was positively correlated with student interest and enjoyment in learning physics (β =0.31***) and negatively correlated with student anxiety about taking physics (β =-0.23**). It was also positively correlated with how autonomous (versus controlled) students' reasons for studying physics became over the duration of the course (i.e., studying physics more because they wanted to versus had to; β =0.24***). This change in autonomous reasons for studying physics was in turn positively correlated with student performance in the course (β =0.17*). Additionally, the degree to which students perceived their instructors as autonomy supportive was directly correlated with performance for those students entering the course with relatively autonomous reasons for studying physics (β =0.25**). In summary, students who perceived their instructors as more autonomy supportive tended to have a more favorable motivational, affective, and performance experience in the course. The findings of the present study are consistent with experimental studies in other contexts that argue for autonomy-supportive instructor behaviors as the cause of a more favorable student experience.
Griesshammer, Harald W.
Effective Fall 2008, GW Physics implemented a new graduate curriculum, addressing nation-wide problems: (1) wide gap between 50-year-old curricula and the proficiencies expected to start research; (2) high attrition rates and long times to degree; (3) limited resources in small departments to cover all topics deemed essential. The new curriculum: (1) extends each course to 4 hours weekly for better in-depth coverage and cautious additions; (2) decreases the number of core-courses per semester to 2, with less ``parallel-processing'' of only loosely correlated lectures; (3) increases synergies by stricter logical ordering and synchronisation of courses; (4) frees faculty to regularly offer advanced courses; (5) integrates examples tied to ongoing research in our department; (6) integrates computational methods into core-lectures; (7) encourages focusing on concepts and ``meta-cognitive skills'' in studio-like settings. The new curriculum and qualifying exam, its rationale and assessment criteria will be discussed. This concept is tailored to the needs of small departments with only a few research fields and a close student-teacher relationship.
Simons, Joan; Beaumont, Kythe; Holland, Lesley
Resilience is understood to be the ability to adapt positively in the face of adversity. In relation to new students on a distance learning module, this can mean how they adapt and make sense of the demands of their chosen study to enable them to persist in their studies. This article reports a small-scale study involving semi-structured telephone…
Jones, H. L.; Gaskell, E. H.; Prendergast, J. R.; Bavage, A. D.
First-year undergraduates can find the transition from the prescriptive learning environment at school to one of self-directed learning at university, a considerable challenge. A Pre-university Skills Course (PSC) was developed to address this issue by preparing sixth formers for the university learning style. It was piloted with students in the…
This study aims to describe how Total Physical Response improves students' vocabulary learning outcomes at the third-grade elementary school Guntur 03 South Jakarta, Indonesia. This research was conducted in the first semester of the academic year 2015-2016 with the number of students as many as 40 students. The method used in this research is a…
McIntosh, Julie; White, Sandra; Suter, Robert
Students within the Findlay, Ohio, City School District, as well as students across the country, struggle with understanding physical and chemical changes. Therefore, in this article, the authors suggest some standards-based activities to clarify misconceptions and provide formative assessments to measure your students' progress as they determine…
Musasia, Amadalo Maurice; Ocholla, Alphayo Abacha; Sakwa, Thomas Welikhe
In Kenyan secondary schools, form two is an important class for all students. The students choose relevant subjects to study in form three and four. Physics is compulsory at form one and two but optional thereafter. Performance in the subject at the end of the secondary school is usually dismal. Majority of students lack motivation for most…
Tasch, Jeremy; Tasch, Weiwei C.
This article analyses student-learning outcomes from the redesign of Introduction to Physical Geography 101. Among the purposes of the redesigned course were to enhance student learning by providing rich interactive online content, provide more meaningful instructor-student and peer-peer exchanges, and to promote attitudes that facilitate student…
Beaudoin, Christina; Parker, Tonya; Tiemersma, Karol; Lewis, Colleen
This article presents the results of a survey of student and faculty perspectives within a university-level instructional physical activity (PA) program. The results revealed that students enrolled in the courses primarily for enjoyment and to stay fit. A majority of students ranked the quality of instruction as excellent, were interested in new…
Ivowi, U. M. O.
Results obtained from a test administered to form five Nigerian students (aged 15-17) indicate that misconceptions in physics appear to be widespread among these students in roughly the same way as among South African students. Possible causes of these misconceptions are outlined and discussed. (JN)
Constantinides, Panos; Silverman, Stephen
Purpose: This study examined the attitudes of Cypriot elementary school students toward physical education. Fourth, fifth and sixth grade students (N = 763) from six urban Cypriot elementary schools completed an attitude instrument. Methods: Adapting the attitude instrument for Greek-speaking students an extensive two-step pilot study showed the…
Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen
This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including accuracy via following the right procedure and accuracy via what the others find. Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented.
Objective This lifestyle is mainly determined during childhood and connected with poor public prophylactic health policy. The aim of this study was to estimate physical activity and level of tobacco abuse, as well as knowledge about health behaviours, among medical students. Methods Questionnaires were completed by Polish (243) and foreign medical students (80). Results It was stated that about 20% of the students smoked cigarettes. Female students from Norway took up smoking significantly more often than other participants, whereas there were more smokers among those from Poland. There was a significantly larger percentage of smoking males from Norway than among male Polish students. The same students presented a low level of physical activity. The smallest level of physical activity was characteristic of the Polish women. Conclusion This situation requires an intensification of activities aimed at supporting pro-health lifestyles and the elimination of unfavourable effects, especially among medical students. PMID:20156733
Ferreira, Amauri; Dickman, Adriana
We discuss the challenge high school teachers face when teaching physics to the blind. Using the oral history method, we interview physics teachers who have dealt with the inclusion of blind students in regular classrooms. Based on our study, we find that the performance of these students varies, depending on the studied subject. The narrative makes clear the teachers' lack of preparation to deal with inclusion, and their search for alternative methods to improve blind students' learning.
Barrell, G. V.; Holt, D.
A longitudinal investigation of the attitudes towards physical activity of specialist students of physical education was undertaken during a course of training teachers. Significant changes of attitude with time were noted, particularly in the Vertigo and Ascetic dimensions. (Author)
Yli-Piipari, Sami; Watt, Anthony; Jaakkola, Timo; Liukkonen, Jarmo; Nurmi, Jari-Erik
The purpose of this study was to analyze motivational profiles based on the self-determination theory (Deci and Ryan, 2000) and how these profiles are related to physical education students' enjoyment, state anxiety, and physical activity. The participants, 429 sixth grade students (girls = 216; boys = 213) completed SMS, Sport Enjoyment Scale, PESAS, and Physical Activity Scale. Cluster analyses identified two motivational profiles: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation. The students in the first cluster enjoyed physical education more and were physically more active. The results revealed that students may be motivated towards physical education lessons both intrinsically and extrinsically, and still experience enjoyment in physical education. Key pointsTWO MOTIVATIONAL PROFILES WERE REVEALED: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation.The students in the first profile enjoyed physical education more and were physically more active than the students in the second profile.Moreover, the representatives of the "High motivation profile "experienced greater anxiety toward physical education than the representatives of the "Low motivation profile"These findings raised an interesting question whether students engaging in physical education benefit more from the presence of both self-determined and non-self-determined forms of motivation, or are the benefits higher if students are primarily self-determined?
Gråstén, Arto; Yli-Piipari, Sami; Watt, Anthony; Jaakkola, Timo; Liukkonen, Jarmo
Background: The promotion of physical activity and health has become a universal challenge. The Sotkamo Physical Activity as Civil Skill Program was implemented to increase students' physical activity by promoting supportive psychological and physical school environment. The aim of this study was to evaluate the effectiveness of the…
Lin, Tzung-Jin; Liang, Jyh-Chong; Tsai, Chin-Chung
The main purposes of this study were to identify Taiwanese university students' physics learning profiles in terms of their critical conceptions of learning physics and to compare their physics learning self-efficacy with the different learning profiles. A total of 250 Taiwanese undergraduates who were majoring in physics participated in this…
Duch, Barbara J.
Describes an honors general physics course designed to demonstrate to students that physics is vital to their understanding of physiology, medicine, the human body, rehabilitation, and other health fields. Presents evidence that indicates that active group learning and connections to real-world applications help students learn physics and apply…
Watkins, Jessica Ellen
In this dissertation we examine several issues related to the retention of under-represented minority students in physics and science. In the first section, we show that in calculus-based introductory physics courses, the gender gap on the FCI is diminished through the use of interactive techniques, but in lower-level introductory courses, the gap persists, similar to reports published at other institutions. We find that under-represented racial minorities perform similar to their peers with comparable academic preparation on conceptual surveys, but their average exam grades and course grades are lower. We also examine student persistence in science majors; finding a significant relationship between pedagogy in an introductory physics course and persistence in science. In the second section, we look at student end-of-semester evaluations and find that female students rate interactive teaching methods a full point lower than their male peers. Looking more deeply at student interview data, we find that female students report more social issues related to the discussions in class and both male and female students cite feeling pressure to obtain the correct answer to clicker questions. Finally, we take a look an often-cited claim for gender differences in STEM participation: cognitive differences explain achievement differences in physics. We examine specifically the role of mental rotations in physics achievement and problem-solving, viewing mental rotations as a tool that students can use on physics problems. We first look at student survey results for lower-level introductory students, finding a low, but significant correlation between performance on a mental rotations test and performance in introductory physics courses. In contrast, we did not find a significant relationship for students in the upper-level introductory course. We also examine student problem-solving interviews to investigate the role of mental rotations on introductory problems.
Moll, Rachel F.; Nashon, S.; Anderson, D.
Low enrolment and motivation are key issues in physics education and recently the affective dimension of learning is being studied for evidence of its influence on student attitudes towards physics. Physics Olympics competitions are a novel context for stimulating intense emotional experiences. In this study, one team of students and their teacher were interviewed and observed prior to and during the event to characterize their emotions and determine the connections between their experiences and learning and attitudes/motivation towards physics. Results showed that certain types of events stimulated strong emotions of frustration and ownership, and that students’ attitudes were that physics is fun, diverse and relevant. Analysis of these themes indicated that the nature of emotions generated was connected to their attitudes towards physics. This finding points to the potential and value of informal and novel contexts in creating strong positive emotions, which have a strong influence on student attitudes towards physics.
Dougherty, Neil J., Ed.
This collection of papers offers a comprehensive text about contemporary physical activities and sports forms. It provides students with an overview of the various physical activities, skill technique required, safety, scoring, rules and etiquette, strategies, equipment, and related terminology. The 26 papers are: (1) "Physical Fitness"…
Robinson, Leah E.; Wadsworth, Danielle D.; Peoples, Christina M.
This study examined the relationship among sex, body mass index, motor skill competence (MSC), perceived physical competence (PPC), and school-day physical activity in preschool students (N = 34). Physical activity was assessed by steps accumulated during the school day, while MSC and PPC were assessed with the Test of Gross Motor Development--2nd…
Russell, Jared; Gaudreault, Karen Lux; Richards, K. Andrew
In preparing the future stewards of the physical education profession, the occupational socialization and professional development of physical education doctoral students is important to consider. To date, there has been scant scholarly inquiry into doctoral education in physical education. However, there is an abundance of research related to…
Doolittle, Sarah A.; Rukavina, Paul B.; Li, Weidong; Manson, Mara; Beale, Angela
Using the Social Ecological Constraints model, a qualitative multiple case study design was used to explore experienced and committed middle school physical education teachers' perspectives on overweight and obese students (OWS), and how and why they acted to include OWS in physical education and physical activity opportunities in their school…
The present state of physics teaching and learning is a reflection of the difficulty of the subject matter which has resulted in students' low motivation toward physics as well as lack of meaningful and deeper learning experiences. In light of an overall decline in interest in physics, an investigation of alternate teaching and learning methods…
Crouch, Catherine H.; Heller, Kenneth
We describe restructuring the introductory physics for life science students (IPLS) course to better support these students in using physics to understand their chosen fields. Our courses teach physics using biologically rich contexts. Specifically, we use examples in which fundamental physics contributes significantly to understanding a biological system to make explicit the value of physics to the life sciences. This requires selecting the course content to reflect the topics most relevant to biology while maintaining the fundamental disciplinary structure of physics. In addition to stressing the importance of the fundamental principles of physics, an important goal is developing students' quantitative and problem solving skills. Our guiding pedagogical framework is the cognitive apprenticeship model, in which learning occurs most effectively when students can articulate why what they are learning matters to them. In this article, we describe our courses, summarize initial assessment data, and identify needs for future research.
Sheldrake, Richard; Mujtaba, Tamjid; Reiss, Michael J.
Many countries desire more students to study science subjects, although relatively few students decide to study non-compulsory physics at upper-secondary school and at university. To gain insight into students' intentions to study non-compulsory physics, a longitudinal sample (covering 2258 students across 88 secondary schools in England) was surveyed in year 8 (age 12/13) and again in year 10 (age 14/15). Predictive modelling highlighted that perceived advice, perceived utility of physics, interest in physics, self-concept beliefs (students' subjective beliefs of their current abilities and performance) and home support specifically orientated to physics were key predictors of students' intentions. Latent-transition analysis via Markov models revealed clusters of students, given these factors at years 8 and 10. Students' intentions varied across the clusters, and at year 10 even varied when accounting for the students' underlying attitudes and beliefs, highlighting that considering clusters offered additional explanatory power and insight. Regardless of whether three-cluster, four-cluster, or five-cluster models were considered, the majority of students remained in the same cluster over time; for those who transitioned clusters, more students changed clusters reflecting an increase in attitudes than changed clusters reflecting a decrease. Students in the cluster with the most positive attitudes were most likely to remain within that cluster, while students in clusters with less positive attitudes were more likely to change clusters. Overall, the cluster profiles highlighted that students' attitudes and beliefs may be more closely related than previously assumed, but that changes in their attitudes and beliefs were indeed possible.
We present the analysis of student networks derived from a survey of upper division physics students. Ego networks focus on the connections that center on one person (the ego). The ego networks in this talk come from a survey that is part of an overall project focused on understanding student retention and persistence. The theory underlying this work is that social and academic integration are essential components to supporting students continued enrollment and ultimately graduation. This work uses network analysis as a way to investigate the role of social and academic interactions in retention and persistence decisions. We focus on student interactions with peers, on mentoring interactions with physics department faculty, and on engagement in physics groups and how they influence persistence. Our results, which are preliminary, will help frame the ongoing research project and identify ways in which departments can support students. This work supported by NSF grant #PHY 1344247.
The Physics Education Research (PER) Group at the Ohio State University (OSU) has developed Virtual Reality (VR) programs for teaching introductory physics concepts. Winter 2005, the PER group worked with OSU's cognitive science eye-tracking lab to probe what features students look at while using our VR programs. We see distinct differences in the features students fixate on depending upon whether or not they have formally studied the related physics. Students who first make predictions seem to fixate more on the relevant features of the simulation than those who do not, regardless of their level of education. It is known that students sometimes perform an experiment and report results consistent with their misconceptions but inconsistent with the experimental outcome. We see direct evidence of one student holding onto misconceptions despite fixating frequently on the information needed to understand the correct answer. Future studies using these technologies may prove valuable for tackling difficult questions regarding student learning.
Gaffney, Jon D. H.; Gaffney, Amy L. Housley
Interactive engagement-based (IE) physics classes have the potential to invigorate and motivate students, but students may resist or oppose the pedagogy. Understanding the major influences on student satisfaction is a key to successful implementation of such courses. In this study, we note that one of the major differences between IE and traditional physics classes lies in the interpersonal relationships between the instructor and students. Therefore, we introduce the interpersonal communication constructs of instructor credibility and facework as possible frameworks for understanding how instructors and students navigate the new space of interactions. By interpreting survey data (N =161 respondents in eight sections of an IE introductory algebra-based physics course), we found both frameworks to be useful in explaining variance in student ratings of their satisfaction in the course, although we are unable to distinguish at this point whether instructor credibility acts as a mediating variable between facework and course satisfaction.
Valdes-Badilla, Pablo; Godoy-Cumillaf, Andrés; Herrera-Valenzuela, Tomás; Durán-Agüero, Samuel
college students show a great susceptibility to acquire inadequate habits during their university studies, which they could maintain along their life. compare the dietary habits and physical fitness among physical education students and other university careers at the same university and campus. the sample included 343 students, mainly men (70%), 212 students from the career of Physical Education (PE) and 131 students of other careers (OC) of the Universidad Autónoma de Chile, Temuco campus. A validated survey about eating habits and physical fitness tests were applied to each student. in comparison with the students from other careers, the men of PE have a lower frequency of consumption of dairy, vegetables, alcohol (p < 0.05) and women of PE have higher frequency of consumption of homemade food, biscuits and sweet snacks (p < 0.05). Regarding the physical fitness, PE students obtained the best performance as was expected. no major differences were observed among the eating habits of students PE and OC from the same university, while physical fitness is consistent with the greater stimulus that the PE students receive in their academic training, which would serve as a excuse to consume more sugary drinks, junk food, cookies and sweet snacks. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.
The aim of this study is to develop a valid and reliable instrument to assess why physics courses are perceived as one of the most difficult courses among high school students and to investigate the reasons why students have difficulty in learning physics through this scale. This study includes the development and validation studies of the…
Gråstén, Arto; Watt, Anthony; Hagger, Martin; Jaakkola, Timo; Liukkonen, Jarmo
The primary purpose of this study was to analyze the link between students' expectancy beliefs, subjective task values, out-of-school activity, and moderate to vigorous physical activity (MVPA) participation across secondary school physical education (PE) classes. The sample comprised 96 students (58 girls, 38 boys; Mage = 15.03, SD = 0.94) from…
Hill, Grant; Hannon, James C.
The idea of providing student's choice over curricular offerings in physical education has gained a considerable amount of attention in recent years. The purpose of this study was to determine which physical education activities middle school students would like to have included in the yearly curriculum and if there were differences in responses…
Yilmaz, Aynur; Esenturk, Oguz Kaan; Demir, Gonul Tekkursun; Ilhan, Ekrem Levent
It is to determine the perception of the gifted students who participate to "Science and Art Center" about "Physical Education Course" and "Physical Education Teachers" via metaphors. The working group of the research consists of 48 students who participate Science and Art Center in 2014-2015 school years. Among the…
Kaur, Daisy; Zhao, Yi
The present study is focused on the detailed description of Physics Attitude Scale (PAS) to measure students' attitudes toward physics. The development of this new instrument involved extensive interviews with both the experts as well as the students. This was followed by expert reviews and pilot testing of the instrument. The duly revised draft…
Johnson, Christine E.; Erwin, Heather E.; Kipp, Lindsay; Beighle, Aaron
We used achievement goal theory to examine students' physical activity (PA) motivation and physical education (PE) enjoyment. Purposes included: 1) determine whether schools with different pedagogical approaches varied in student perceptions of mastery and performance climate dimensions, enjoyment, and PA; 2) examine gender and grade differences…
Chen, Ang; Liu, Xinlan
The expectancy-value theory postulates that motivation relies on individuals' beliefs of success, perceived Attainment, Intrinsic Interest, and Utility values and Cost. This study examined Chinese college students' expectancy-value motivation in relation to physical education and self-initiated physical activity. A random sample of 368 Chinese university students responded to questionnaires on perceived expectancy beliefs, perceived values, and cost in terms of their experiences in mandatory physical education programs and in self-initiated after-school physical activity. They reported their choice decisions for continuing physical education. Data were analyzed using descriptive statistics, X2, logistic and linear regressions. The physical education curriculum was perceived as a major cost to motivation. Motivated by the Intrinsic Interest and Utility value, most students chose to continue to take physical education. Self-initiated after-school physical activity was motivated by the Attainment value only. No association was found between self-initiated physical activity and Liking or Disliking of physical education. Motivation for physical education and for self-initiated physical activity derived from different perceived values. The Attainment value motivates the students for self-initiated physical activity, whereas Intrinsic Interest and Utility values motivate them to choose to continue physical education.
Teaching introductory physics is arguably one of the most important things that a physics department does. It is the primary way that students from other science disciplines engage with physics and it is the introduction to physics for majors. Modeling instruction is an active learning strategy for introductory physics built on the premise that science proceeds through the iterative process of model construction, development, deployment, and revision. We describe the role that participating in authentic modeling has in learning and then explore how students engage in this process in the classroom. In this presentation, we provide a theoretical background on models and modeling and describe how these theoretical elements are enacted in the introductory university physics classroom. We provide both quantitative and video data to link the development of a conceptual model to the design of the learning environment and to student outcomes. This work is supported in part by DUE #1140706.
Background: Nationally, many public universities have started to move into the online course and program market that was previously associated with for-profit institutions of higher education. Public university administrators state that students seek the flexibility of online courses. But do students want to take courses online, especially…
Ur, Sigalit; VanLehn, Kurt
Describes a simulated student that learns by interacting with a human tutor. Tests suggest that simulated students, when developed past the prototype stage, could be valuable for training human tutors. Provides a computational cognitive task analysis of the skill of learning from a tutor that is useful for designing intelligent tutoring systems.…
Background: Nationally, many public universities have started to move into the online course and program market that was previously associated with for-profit institutions of higher education. Public university administrators state that students seek the flexibility of online courses. But do students want to take courses online, especially freshmen-level science courses perceived to be difficult?
Woolnough, J. A.
This paper presents an evaluation of the Physics course at Dickson College (ACT). It highlights students' expectations before the course, and their impressions and feelings during the course. This is the second evaluation carried out as part of a long term study of student attitudes before and after the introduction of a more ‘conceptual’ approach to the teaching of physics at this college. Overall, this approach has produced a more positive attitude in all students, but more significantly in girls.
Salehzadeh Einabad, Omid
Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage students to engage with each other and with physics concepts and to be actively involved in their own learning. These methods have been shown to be effective in introductory physics classes with small group recitations. This study examined student learning and views of physics in a large enrollment course that included IE methods with no separate, small-group recitations. In this study, a large, lecture-based course included activities that had students explaining their reasoning both verbally and in writing, revise their ideas about physics concepts, and apply their reasoning to various problems. The questions addressed were: (a) What do students learn about physics concepts and how does student learning in this course compare to that reported in the literature for students in a traditional course?, (b) Do students' views of physics change and how do students' views of physics compare to that reported in the literature for students in a traditional course?, and (c) Which of the instructional strategies contribute to student learning in this course? Data included: pre-post administration of the Force Concept Inventory (FCI), classroom exams during the term, pre-post administration of the Colorado Learning Attitudes About Science Survey (CLASS), and student work, interviews, and open-ended surveys. The average normalized gain (=0.32) on the FCI falls within the medium-gain range as reported in the physics education literature, even though the average pre-test score was very low (30%) and this was the instructor's first implementation of IE methods. Students' views of physics remained relatively unchanged by instruction
Hanna, Katherine; Hanley, Anne; Huddy, Avril; McDonald, Michael; Willer, Fiona
To assess participation in physical activity and knowledge of general nutrition and current public health messages about the health benefits of physical activity in university dance students, and to investigate differences between first-year and later-year students and between students in dance and dance performance course groups. This cross-sectional study recruited 67 participants from dance undergraduate degrees in a university in Australia. Nutrition knowledge was assessed using the General Nutrition Knowledge Questionnaire. Physical activity participation and awareness of its benefits were assessed using the Active Australia Survey. Results indicate low nutrition knowledge among dance students, with 47% and 52% of responses correct in dance and dance performance students, respectively. Nutrition knowledge did not vary between students in first or later years. Self-reported participation in moderate and vigorous physical activity varied substantially and met or exceeded recommendations based upon duration and frequency for 98% of participants. However, awareness of physical activity messages varied, with dance students more likely to disagree about the level of activity needed for health benefits. Dance students report varying levels of physical activity that usually met or exceeded recommendations; however, knowledge of general nutrition and physical activity benefits was low. Improved knowledge could contribute to changes in behavior that improve health status in this population.
Francis, Leslie J.; Village, Andrew; Parker, Stephen G.
This study set out to explore the trajectory of personal, moral and spiritual values of students taking Religious Studies at A level in the UK. A sample of 150 students completed a battery of measures at the beginning of their period of A level study and again at the end. The data found no difference over this period of time in personal values…
Sadaghiani, Homeyra R.
In the last decade, the results of Physics Education Research and research-based instructional materials have been disseminated from traditional research universities to a wide variety of colleges and universities. Nevertheless, the ways in which different institutions implement these materials depend on their students and the institutional context. Even with the widespread use of these curriculums, the research documenting the effectiveness of these materials with different student populations is scarce. This paper describes the challenges associated with implementing Physics by Inquiry at California State Polytechnic University Pomona and confirms its effectiveness in promoting student conceptual knowledge of physics. However, despite the positive effect on student learning, the evidence suggests that the students did not appreciate the self-discovery aspect of the inquiry approach and characterized the learning process as difficult and unpleasant.
Dever, Richard; Knapczyk, Dennis
The authors present a screening device with which teachers of severely handicapped students may detect the presence of a physical problem. The screening approach covers vision, auditory problems, seizures, orthopedic problems, and pain. (CL)
Gandell, Terry S.; Laufer, Dorothy
A telecommunications curriculum was developed for students (ages 15-21) with physical disabilities. Curriculum content included an internal mailbox program (Mailbox), interactive communication system (Blisscom), bulletin board system (Arctel), and a mainframe system (Compuserv). (JDD)
Lin, Jia-Ling; Zaki, Eman; Schmidt, Jason; Woolston, Don
Helping students appreciate physics education is a formidable task, considering that many students struggle to pass introductory physics courses. Numerous efforts have been made for this undertaking because it is an important step leading to successful learning. In an out-of-classroom academic program, the Supplemental Instruction (SI) Program, we have used the approach, INSPIRE (inquiry, network, skillfulness, perseverance, intuition, reasoning, and effort), to help more students value their experiences in these courses. The method basically includes key elements outlined by experts in physics education . Student responses have been encouraging. Having undergraduates as facilitators in the program is advantageous in promoting principles of physics education. Their training emphasizes tenacity, resourcefulness, understanding, support, and teamwork, i.e. TRUST. We present the organization and focus of the SI Program, and discuss how these improve learning atmosphere and facilitate learning.  Edward F. Redish et al, Am J. Phys. 66(3), March 1998.
Background The physical and social environments at schools are related to students’ moderate-to-vigorous physical activity (MVPA) levels. The purpose of this study was to explore the interactive effects of the school physical environment and school social capital on the MVPA of students while at school. Methods Data from 18,875 grade 6–10 students from 331 schools who participated in the 2009/10 Canadian Health Behaviour in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school and on their school’s social capital. Administrator reports were used to create a physical activity related physical environment score. Results The school physical environment score was positively associated with student MVPA at school (β = 0.040, p < .005). The association between the school social capital and MVPA was also positive (β = 0.074, p < .001). The difference in physical environments equated to about 20 minutes/week of MVPA for students attending schools with the lowest number of physical environment features and about 40 minutes/week for students attending schools with the lowest school social capital scores by comparison to students attending schools with the highest scores. Conclusions The findings suggest that school social capital may be a more important factor in increasing students MVPA than the school physical environment. The results of this study may help inform interventions aimed at increasing student physical activity levels. PMID:24341628
Hazari, Zahra; Cass, Cheryl; Beattie, Carrie
In the process of reforming physics education over the last several decades, a tension has developed between engaging students with the content in more conceptually challenging ways and helping them identify with physics so they are personally motivated in their learning. Through comparative case studies of four high school physics teachers, we…
Ayers, Suzan F.
The value of conceptual physical education knowledge has long been acknowledged (American Alliance for Health, Physical Education, and Recreation, 1969; Kneer, 1981; NASPE, 1995) yet has not been formally measured or assessed. Seven multiple choice tests with established validity and reliability (Ayers, 2001b) were used to assess the concepts…
Schneider, Mark B.
The past two decades of attention to introductory physics education has emphasized enhanced development of conceptual understanding to accompany calculational ability. Given this, it is surprising that current texts continue to rely on the Bohr model to develop a flawed intuition, and introduce correct atomic physics on an ad hoc basis. For…
Roetert, E. Paul; Kriellaars, Dean; Ellenbecker, Todd S.; Richardson, Cheryl
The term "physical literacy" has been embraced by a number of different countries around the world. Although the concept has regained momentum over the past few decades, little has been written about specific activities that may assist in providing the foundation for physical literacy as a life-long journey. This article introduces…
Hu, Dehui; Zwickl, Benjamin M.; Wilcox, Bethany R.; Lewandowski, H. J.
This study examines students' reasoning surrounding seemingly contradictory Likert-scale responses within five items in the Colorado Learning Attitudes About Science Survey for Experimental Physics (E-CLASS). We administered the E-CLASS with embedded open-ended prompts, which asked students to provide explanations after making a Likert-scale selection. The quantitative scores on those items showed that our sample of the 216 students enrolled in first year and beyond first year physics courses demonstrated the same trends as previous national data. A qualitative analysis of students' open-ended responses was used to examine common reasoning patterns related to particular Likert-scale responses. When explaining responses to items regarding the role of experiments in confirming known results and also contributing to the growth of scientific knowledge, a common reasoning pattern suggested that confirming known results in a classroom experiment can help with understanding concepts. Thus, physics experiments contribute to students' personal scientific knowledge growth, while also confirming widely known results. Many students agreed that having correct formatting and making well-reasoned conclusions are the main goal for communicating experimental results. Students who focused on sections and formatting emphasized how it enables clear and efficient communication. However, very few students discussed the link between well-reasoned conclusions and effective scientific communication. Lastly, many students argued it was possible to complete experiments without understanding equations and physics concepts. The most common justification was that they could simply follow instructions to finish the lab without understanding. The findings suggest several implications for teaching physics laboratory courses, for example, incorporating some lab activities with outcomes that are unknown to the students might have a significant impact on students' understanding of experiments as an
Hull, Michael M.; Elby, Andrew
Prior to taking a translated version of the Maryland Open Source Tutorials (OSTs) as a stand-alone course, most students at Tokyo Gakugei University in Japan had experienced physics as memorizing laws and equations to use as computational tools. We might expect this reformed physics class, which emphasizes common sense and conceptual reasoning and rarely invokes equations, to produce students who see a disconnect between equation use and intuitive/conceptual reasoning. Many students at Gakugei, however, somehow learned to integrate mathematics into their "constructivist" epistemologies of physics, even though OSTs do not emphasize this integration. Tadao, for example, came to see that although a common-sense solution to a problem is preferable for explaining to someone who doesn't know physics, solving the problem with a quantitative calculation (that connects to physical meaning) can bring clarity and concreteness to communication between experts. How this integration occurred remains an open question for future research.
Wearn, Andy M; Bhoopatkar, Harsh; Mathew, Thomas K; Stewart, Lisa
The use of peer physical examination (PPE) in early clinical skills has been studied amongst medical students. The majority of students are comfortable with using peer physical examination, when sensitive areas are excluded. Students' attitudes are related to their personal characteristics: gender, age, religious faith, and ethnicity. There is no data on nursing students' attitudes to peer physical examination. Identify and explore: Dual cohort, cross-sectional, anonymous survey. Three-year undergraduate nursing programme, skills centre and service clinical learning. All first and third year nursing students were asked to complete a modified Examining Fellow Students questionnaire at the end of 2008. The questionnaire asked students to indicate which of 12 body areas they would not be willing to examine/have examined by a peer of the same/opposite gender. This study also asked students which of the 12 body areas they felt uncomfortable examining on patients. The response rate was 76% (128/168). The students were predominantly female (93% female; 7% male). Most students were comfortable with examining non-sensitive body regions of peers (78.2%-100% willing) and patients (92.3-100% willing). Male gender was significantly associated with willingness to examine and be examined by peers (p=0.001); Asian students were significantly less willing to engage in peer physical examination with opposite gender (p<0.007). Year 3 students were significantly more comfortable than Year 1 in examining patients of either gender (p<0.001). In spite of the male gender findings, this predominantly female population expresses similar attitudes to the gender-balanced medical student studies - high acceptability for non-sensitive areas. The role of characteristics and attitudes to peer physical examination shows similarities and differences to other studies. Student characteristics were not related to patient examination attitudes. Copyright © 2012 Elsevier Ltd. All rights reserved.
Adamakis, Manolis; Zounhia, Katerina
The purposes of this study were to determine how undergraduate physical education (PE) students feel about their level of competence concerning basic computer skills and to examine possible differences between groups (gender, specialization, high school graduation type, and high school direction). Although many students and educators believe…
Greenwood, Michael; Stillwell, Jim; Byars, Allyn
Investigated the physical education activity preferences of middle school students who completed a checklist featuring a variety of activities. Overall, middle school boys and girls both differed and agreed on their interests for specific activities. Most students liked basketball, bicycling, roller skating, soccer, swimming, and volleyball but…
Devi, Roshni; And Others
Examines students' construction of experimentation models for physics theories in energy storage, transformation, and transfers involving electricity and mechanics. Student problem solving dialogs and artificial intelligence modeling of these processes is analyzed. Construction of models established relations between elements with linear causal…
Mellingsaeter, Magnus Strøm
Background: This paper presents a case study from a physics course at a Norwegian university college, investigating key aspects of a group-work project, so-called learning labs, from the participating students' perspective. Purpose: In order to develop these learning labs further, the students' perspective is important. Which aspects are essential…
Mellingsaeter, Magnus Strøm; Bungum, Berit
This paper presents a case study of how the interactive whiteboard (IWB) may facilitate collective meaning-making processes in group work in engineering education. In the case, first-year students attended group-work sessions as an organised part of a basic physics course at a Norwegian university college. Each student group was equipped with an…
Xu, Furong; Liu, Wenhao; Chepyator-Thomson, Jepkorir Rose; Schmidlein, Robert
There are increased concerns about depression and anxiety among college students. Thus in need of actions to find proper intervention strategies to target this issue. The purpose of this study was to examine association between leisure-time physical activity and stress vulnerability among college students. A modified survey including physical…
Dyson, Ben; Coviello, Nicole; DiCesare, Emma; Dyson, Lisa
The purpose of this study was to explore and interpret students' perspectives of their experiences in four urban middle school physical education programs. Focus group interviews with 76 students were supported by field notes and researchers' reflective journals. Researchers used constant comparison methods (Lincoln & Guba, 1985) to identify seven…
In this study, the effects of teacher-directed and self-directed problem-solving strategies on students' attitudes toward physics were explored. Problem-solving strategies were used with the experimental group, while the control group was instructed using traditional teaching methods. The study was conducted with 270 students at various high…
Saxena, Charu; Kaur, Rini; Arun, P.
The reaction time of a group of students majoring in physics is reported here. Strong correlation between fatigue, reaction time and performance has been observed and may be useful for academicians and administrators responsible for working out timetables, course structures, student counsellings, etc. (Contains 5 figures, 1 table, and 1 footnote.)
McArthur, Laura H.; Raedeke, Thomas D.
Objectives: To assess sex/race differences on psychosocial correlates of physical activity among college students. Methods: Survey research protocol. Results: Students (n = 636) exercised an average of 3.5 days per week, with black females being the least active. Across subgroups, health/fitness was rated as the most important motive for exercise,…
Hu, Dehui; Zwickl, Benjamin M.; Wilcox, Bethany R.; Lewandowski, H. J.
This study examines students' reasoning surrounding seemingly contradictory Likert-scale responses within five items in the Colorado Learning Attitudes About Science Survey for Experimental Physics (E-CLASS). We administered the E-CLASS with embedded open-ended prompts, which asked students to provide explanations after making a Likert-scale…
Ahtee, Maija; Johnston, Jane
This study examines Finnish and English primary student teachers' ideas when planning to teach a physics topic during their science education studies. Many primary student teachers lack sufficient subject knowledge, which prevents them from constructing the scientific pedagogical content knowledge that enables them to concentrate on pupils'…
Gupta, Madan L.
Students in a physical sciences course were introduced to cooperative learning at the University of Queensland, Gatton Campus. Groups of four to five students worked together in tutorial and practical sessions. Mid-term and practical examinations were abolished and 40% of total marks were allocated to the cooperative learning activities. A peer-…
Wachob, David A.
Literacy skills are an essential part of academic performance. When physical educators collaborate with classroom teachers to address these skills, student engagement in the learning process can greatly improve. This article begins by reviewing the growing issues surrounding student literacy and its impact on academic performance. The discussion…
Elbanowska-Ciemuchowska, Stefania; Giembicka, Magdalena Anna
Teaching nuclear physics in secondary schools offers us a unique possibility to increase our students' awareness of the influence that modern science and its achievements have on the everyday life of contemporary people. Students gain an opportunity to learn in what ways the outcome of laboratory research is put to use in such fields as medicine,…
The purpose of this research is to analyze the multiple intelligence levels of academies of physical education and sports students according to some demographic factors. To obtain data about multiple intelligence levels in the research, the multiple intelligence inventory, developed by Ozden (2003), was applied to a total of 1.199 students, of…
Hu, Dehui; Rebello, N. Sanjay
This study focuses on students' use of the mathematical concept of differentials in physics problem solving. For instance, in electrostatics, students need to set up an integral to find the electric field due to a charged bar, an activity that involves the application of mathematical differentials (e.g., "dr," "dq"). In this…
Sanger, Michael J.; Humphreys, Teari C.; LaPorte, Mark M.
In this experiment, physical science students measured the mass of several soda cans, measured the mass and volume of water displaced when these cans were placed in water, and determined whether these cans sank or floated in water. Then, the students plotted graphs of the mass of displaced water versus the volume of displaced water, the mass of…
Podolak, K. R.; Walters, M. J.
All high school students that wish to continue onto college are seeking opportunities to be competitive in the college market. They participate in extra-curricular activities which are seen to foster creativity and the skills necessary to do well in the college environment. In the case of students with an interest in physics, participating in a…
The aim of this research was to determine the interests of high school students in Physics and variable of how the influential factors on their interests depending on gender. The research sample included 154 (F:78 M:76) high school students. A structured interview form was used as the data collection tool in the study. The research data were…
Hall, Nicholas Ron
The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a Self-Determination Theory perspective with two studies. Study I, a correlational study, investigated whether certain aspects of the student experience correlated with how autonomy supportive (vs. controlling) students…
Schultz, Jessica L.; Lieberman, Lauren J.; Ellis, M. Kathleen; Hilgenbrinck, Linda C.
Approximately 85% of all deaf and hard-of-hearing students in the United States are educated in public school programs. This high percentage makes it very likely that physical educators will at some point have to teach a student who is deaf or hard-of-hearing. It is considered best practice for all educators to be aware of Deaf culture,…
Harlow, Jason J. B.; Harrison, David M.; Justason, Michael; Meyertholen, Andrew; Wilson, Brian
We measured the personality type of the students in a large introductory physics course of mostly life science students using the True Colors instrument. We found large correlations of personality type with performance on the precourse Force Concept Inventory (FCI), both term tests, the postcourse FCI, and the final examination. We also saw…
Karal, Isik Saliha
Recent educational reforms realized in teacher education programs (TEPs) and secondary physics syllabus were aimed at placing the learning and teaching approaches in a constructivist framework. For this reason, student teachers in pre-service TEPs are expected to develop orientations adopting student-centred teaching approaches. The purpose of…
Dalbudak, Ibrahim; Gürkan, Alper C.; Yigit, Sih Mehmet; Kargun, Mehmet; Hazar, Gürkan; Dorak, Feridun
This study aims to investigate visually disabled students', who study in the level of primary education, high school, university, attitudes about physical education and sport in terms of different variables. Totally 100 visually disabled students who are individual and team athletes and study in Izmir, (8 visually disabled athletes study in…
Trout, Josh; Graber, Kim C.
The purpose of this investigation was to examine overweight students' perceptions of and experiences in physical education. Specifically, the applicability of learned helplessness as a framework to understand their experiences was explored. Participants were seven female and five male high school students whose body mass index was at or higher…
This study was to investigate the physical activity (PA) and quality of life (QoL) of sports department students (SDS) and other department students (ODS) attending university. A total of 300 university students participated in this study. 150 SDS (age; 20.67 ± 1.65 years) including 89 males and 61 females and 150 ODS (age; 19.45 ± 1.22 years) 56…
Sato, Takahiro; Haegele, Justin A.
Students with disabilities are more likely than ever to be educated in physical education classes with their typically developing peers. Because of this, it is essential for all educational personnel, including physical educators, to have proper teacher education to help meet the unique needs of these students. Currently, the research base is…
Chen, Weiyun; Hammond-Bennett, Austin; Hypnar, Andrew; Mason, Steve
This study examined associations between students' physical fitness and physical activity (PA), as well as what specific physical fitness components were more significant correlates to being physically active in different settings for boys and girls. A total of 265 fifth-grade students with an average age of 11 voluntarily participated in this study. The students' physical fitness was assessed using four FitnessGram tests, including Progressive Aerobic Cardiovascular Endurance Run (PACER), curl-up, push-up, and trunk lift tests. The students' daily PA was assessed in various settings using a daily PA log for 7 days. Data was analyzed with descriptive statistics, univariate analyses, and multiple R-squared liner regression methods. Performance on the four physical fitness tests was significantly associated with the PA minutes spent in physical education (PE) class and recess for the total sample and for girls, but not for boys. Performance on the four fitness tests was significantly linked to participation in sports/dances outside school and the total weekly PA minutes for the total sample, boys, and girls. Further, boys and girls who were the most physically fit spent significantly more time engaging in sports/dances and had greater total weekly PA than boys and girls who were not physically fit. In addition, the physically fit girls were more physically active in recess than girls who were not physically fit. Overall, students' performance on the four physical fitness tests was significantly associated with them being physically active during PE and in recess and engaging in sports/dances, as well as with their total weekly PA minutes, but not with their participation in non-organized physical play outside school. ClinicalTrials.gov ID: NCT03015337 , registered date: 1/09/2017, as "retrospectively registered".
Ridgley, James A.; Herron, Sherry S.
Many teachers have had students ask the proverbial question, "When will I ever use this in my life?" In the sciences, especially physics, teachers seem to battle this torrent of indifference continually. Although many areas of our students' lives can distract them from their academic pursuits, we as teachers must be introspective in order to prevent our teaching style from becoming one of our students' potential distractions. For example, a problem source with teaching physics may be an inability to successfully pique students' interest in our lessons. According to Barrett, student engagement is critical in order for learning to occur. Student engagement is so crucially important that researchers from across the globe attempt to assist teachers in the careful construction of pedagogical "hooks" whereby they can actively engage their students. A student who is not academically engaged may find little use for what is presented and may be bored stiff during the lesson. Regardless of your theoretical perspectives on learning, constructivists to traditionalists alike have no excuse to be boring, and therefore should engage their students before presenting physics concepts.
Ramlo, Susan E.
Nationally, many public universities have started to move into the online course and program market that is most often associated with for-profit institutions of higher education. Administrators in public universities make statements regarding benefits to students' desire for flexibility and profit margins related to online courses. But do students attending a large public university want to take courses online especially science courses perceived to be difficult such as freshmen-level physics courses? This study took place at a large, public, Midwestern university and involved students enrolled in the first semester of a face-to-face, flipped physics course for engineering technology majors. Statements were collected from comments about online courses made by the university's administration and students in the course. Twenty students sorted 45 statements. Two student views emerged with one rejecting online courses in general and the other primarily rejecting online math, science, and technology courses, including physics. Students' descriptions of their previous online course experiences were used to inform the analyses and to assist in describing the two views that emerged in conjunction with the distinguishing statements. Consensus among the two views is also discussed. Overall, the results indicate a potential divergence between student views and what university administrators believe students want.
Most physics instructors are motivated by a genuine interest in their subject area and in using physics to understand real-world phenomena. While many premedical students may share these interests, most are motivated by fulfilling their degree requirements and gaining admittance into medical school. To achieve this latter goal, they need excellent…
This paper describes a simple experiment that lets first-year physics and engineering students discover an important physical property of a Slinky. The restoring force for the fundamental oscillation frequency is provided only by those coils between the support and the Slinky center of mass.
Arbabisarjou, Azizollah; Sourki, Mehdi Sadeghian; Bonjar, Seyedeh Elaham Hashemi
The main objective for this survey is to assess the relationship between physical education teachers' personality and students' individual with social behaviors. The statistical population of the study was all the teachers of physical education working at high schools in the academic year 2012-2013. The sample consisted of sixty teachers that were…
Bergström, L.; Johansson, K. E.; Nilsson, Ch
The play Copenhagen has attracted the attention of a large audience in several countries. The hypothetical discussion in Copenhagen between two of the giants in physics, Niels Bohr and Werner Heisenberg, has inspired us to start a theoretical and experimental exploration of quantum physics. This theme has been used in Stockholm Science Laboratory for audiences of both students and the general public.
A college professor who trains preservice physical education teachers was asked to design, develop, and implement a pilot physical education program at a nonpublic school primarily serving students with emotional and behavioral disorders (EBDs). The teacher/researcher conducted an action research study to maximize the effectiveness of teaching and…
Buckworth, Janet; Nigg, Claudio
The authors examined the relationship between physical activity, exercise, and sedentary behaviors in 493 college students who were enrolled in 10 conditioning activity classes and had completed questionnaires at the beginning of the course. They analyzed sedentary activities and indicators of participation in exercise and physical activity by…
Renner, John W.; And Others
Investigations in Natural Science is a program in secondary school biology, chemistry, and physics based upon the description of science as a quest for knowledge, not the knowledge itself. This student manual contains the 36 physics investigations which focus on concepts related to: movement; vectors; falling objects; force and acceleration; a…
Bandyopadhyay, Atanu; Kumar, Arvind
A physical theory is said to be covariant with respect to a certain class of transformations when its basic equations retain their "form" under those transformations. It is one of the basic notions encountered in physics, particularly in the domain of relativity. In this paper we study in some detail how students deal with this notion in different…
Irving, Paul W.; Sayre, Eleanor C.
We use the theories of identity statuses and communities of practice to describe three different case studies of students finding their paths through undergraduate physics and developing a physics subject-specific identity. Each case study demonstrates a unique path that reinforces the link between the theories of communities of practice and…
Menear, Kristi Sayers; Smith, Shannon C.
The U.S. Centers for Disease Control and Prevention (2007) estimates that one in every 110 children is affected by an autism spectrum disorder (ASD). The prevalence of ASDs makes it very likely that every physical education teacher is teaching at least one student with an ASD. This article will provide physical educators with a brief overview of…
Ciccomascolo, Lori; Riebe, Deborah
Despite the positive long-term physiological and psychological effects of exercise, many young adults between the ages of 12 and 21 years do not participate in regular physical activity. With the time constraints and other challenges in teaching and assessing students, physical educators need realistic strategies that will help in their efforts to…
This paper describes the preliminary stages in physics problem-solving related to the use of external representation. This empirical study was carried out using a phenomenographic approach to analyze data from individual thinking-aloud and interviews with 8 senior high school students and 7 physics teachers. The result of this study is a set of…
The question "how to improve the interest of students to study physics" has been discussed in the author's previous papers too. Within the framework of the project, the author prepared various new interdisciplinary projects to demonstrate how inventions in physics are used in everyday life. Now, about one year later, the author found out…
Santos, Luis; Fernandez-Rio, Javier
Children who become competent in a wide variety of motor skills and movement patterns are more likely to remain physically active for life. Physical education can achieve this goal by providing an extensive selection of activities and by including learning units that encourage students to increase their skill level and stay active year-round.…
This paper presents a study of images in Norwegian physics textbooks for upper secondary school, and how they invite students into physics by means of visual communication. The concept of "framing" is used to investigate how the perspective in the image provides a sense of participation. It is found that older textbooks, where objects…
Pieron, Maurice; Haan, Jean-Marie
An investigation was made into the dependency of student behaviors on teacher behaviors in a physical education setting. It was assumed that the interaction between students and teachers as well as the time spent in skill-practice play a prominent role in learning. An effort was made to determine if students' behavior profiles differ in male,…
Enright, Eimear; O'Sullivan, Mary
The data for this paper were generated during a 3-year; participatory action research project, with 41 female coresearchers and activists ages 15-19 years old, within and beyond the walls of a secondary school. The two questions we sought to answer were (a) what happens when we engage with students to challenge formal physical education curricular boundaries and connect with students' physical culture; and (b) what are the benefits and the challenges associated with engaging in this sort of practical activism? The findings suggest that a boundary-crossing approach to physical education can facilitate students in finding their own meanings in physical education and physical activity. Supporting boundary-crossing practices is, however; a time- and thought-intensive pedagogical design, which will be challenging for many physical education teachers.
It is received wisdom that writing in a discipline helps students learn the discipline, and millions of dollars have been committed at many universities to supporting such writing. We show that evidence for effectiveness is anecdotal, and that little data-based material informs these prejudices. This thesis begins the process of scientific study of writing in the discipline, in specific, in physics, and creates means to judge whether such writing is effective. The studies culminating in this thesis are an aggressive start to addressing these complex questions. Writing is often promoted as an activity that, when put into classrooms in specific disciplines, not only helps students learn to write in the methods of that discipline but also helps students learn content knowledge. Students at the Ohio State University are being asked to write more in introductory courses, and the Engineering schools want their students to have more writing skills for the job market. Combined with the desire of many educators to have students be able to explain the course content knowledge clearly, it would seem that writing activities would be important and useful in physics courses. However, the question of whether writing helps learning or whether students learn writing within a non-English classroom helps learning in the discipline are open to debate, and data are needed before such claims can be made. This thesis presents several studies aimed at understanding the correlation of writing and content, and tracking and characterizing student writing behaviors to see how they are impacted by writing in physics courses. It consists of four parts: summer and autumn 2005 focus on writing in introductory physics labs with and without explicit instruction, while winter and spring 2006 focus on tracking and analyzing student writing and revising behavior in Physics by Inquiry (PbI). With these related projects, we establish three main results. First, there is a need for quantitative studies of
Henderson, Rachel; DeVore, Seth; Michaluk, Lynnette; Stewart, John
Within the general university environment, students' perceived self-efficacy has been widely studied and findings suggest it plays a role in student success. The current research adapted a self-efficacy survey, from the ``Self-Efficacy for Learning Performance'' subscale of the Motivated Learning Strategies Questionnaire and administered it to the introductory, calculus-based physics classes (N=1005) over the fall 2015 and spring 2016 semesters. This assessment measured students' self-efficacy in domains including the physics class, other science and mathematics classes, and their intended future career. The effect of gender was explored with the only significant gender difference (p < . 001) existing within the physics domain. A hierarchical linear regression analysis indicated that this gender difference was not explained by a student's performance which was measured by test average. However, a mediation analysis showed that students' overall academic self-efficacy, measured by their math and science self-efficacy, acts as a mediator for the effect of test average on self-efficacy towards the physics class domain. This mediation effect was significant for both female (p < . 01) and male students (p < . 001) however, it was more pronounced for male students.
Li, Sissi L.; Demaree, Dedra
Classroom interactions provide learning opportunities for understanding others and developing agency in a community of learners. Student learning identities were measured using a survey instrument targeting physics learning self-efficacy, expectations of classroom roles, and attitude toward social learning as components of physics learning identity. From a selection of students who scored relatively high or low on the survey sub scales, an academically successful student in an introductory physics course using an active engagement curriculum was selected to examine identity development. Findings indicate he didn't develop a sense of agency, nor did he feel a need to alter his participation, although there were ample opportunities to do so in the learning community. These results suggest that being a successful physics student in the traditional sense doesn't necessarily mean the student is successful at adopting meta-goals which are the non-content course goals of learning to think like a physicist. This student was prompted to engage meaningfully but didn't feel it was required for success which suggests that structural alignment is required to motivate students to achieve meta-goals.
A large percentage of physics graduate students in the US go on to careers in industrial research and development. Are they getting the kind of education in physics graduate school that they need for a successful industrial career? What does it take to succeed in an industrial R&D environment? I will give an anecdotal account of my personal answers to these questions and give some suggestions for improvment of the standard physics PhD program.
The Phys21: Preparing Physics Students for 21st Century Careersreport was commissioned by the APS and the AAPT and prepared by the Joint Task Force on Undergraduate Physics Programs (J-TUPP). It addresses the question: What skills and knowledge should the next generation of undergraduate physics majors possess to be well prepared for a diverse set of careers? J-TUPP members were particularly interested to understand better the needs of students who do not plan to pursue academic research careers. The major findings of the report and a summary of the guidelines that were developed for revising the undergraduate curriculum, addressing the needs of an increasingly diverse population of students, providing professional skills development, and enhancing student engagement through high impact teaching practices will be presented.
MacDonald, Lynn Couturier
This article addresses teaching for skill and knowledge competency in high school based on the National Standards and grade-level outcomes. The outcomes guide teachers away from a curriculum that emphasizes competition through team sports, which appeals to just the highly-skilled and competitive students, toward one that is inclusive of all skill…
Perlmutter, David L.
Scientific and cultural research suggests that attractiveness does affect the ways that people perceive and respond to each other. In this paper, the author talks about the impact of one's appearance in academe as well as in the relationship between students and professors. From the research literature, popular writings, and many comments from his…
Lodewyk, Ken R.
Critical thinking is essentially "better thinking." When students think critically they consider complex information from numerous sources and perspectives in order to make a reasonable judgment that they can justify. It has been associated with academic qualities such as decision-making, creativity, reasoning, problem-solving, debating,…
The purpose of this study was not only to report the development process of the studio model, but also to determine the students' perceptions about the studio model. This model retains the large lecture component but combines recitation and laboratory instruction into studio model. This research was based on qualitative analysis. The data of the…
Hall, Nicholas Ron
The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a Self-Determination Theory perspective with two studies. Study I, a correlational study, investigated whether certain aspects of the student experience correlated with how autonomy supportive (vs. controlling) students perceived their instructors to be. An autonomy supportive instructor acknowledges students' perspectives, feelings, and perceptions and provides students with information and opportunities for choice, while minimizing external pressures. It was found that the degree to which students perceived their instructors as autonomy supportive was positively correlated with student interest and enjoyment in learning physics (beta=0.31***) and negatively correlated with student anxiety about taking physics (beta=-0.23**). It was also positively correlated with how autonomous (vs. controlled) students' reasons for studying physics became over the duration of the course (i.e., studying physics more because they wanted to vs. had to; beta=0.24***). This change in autonomous reasons for studying physics was in turn positively correlated with student performance in the course (beta=0.17*). Additionally, the degree to which students perceived their instructors as autonomy supportive was directly correlated with performance for those students entering the course with relatively autonomous reasons for studying physics (beta=0.25**). In summary, students who perceived their instructors as more autonomy supportive tended to have a more favorable experience in the course. If greater autonomy support was in fact the cause of a more favorable student experience, as suggested by Self-determination Theory and experimental studies in other contexts, these results would have implications for instruction and instructor professional development in similar contexts. I discuss these implications. Study II, an experimental study, investigated the effect
This paper presents a study of images in Norwegian physics textbooks for upper secondary school, and how they invite students into physics by means of visual communication. The concept of ‘framing’ is used to investigate how the perspective in the image provides a sense of participation. It is found that older textbooks, where objects and experimental setups dominate the images, involve the reader in terms of weak framing. This is to some degree resembled in newer textbooks with the increased use of photographs of learners in some physics activity. This does, however, invite the learner into school physics rather than professional physics. Connections made to physics in society and everyday life in images can also be seen as inviting the learner into physics, by exhibiting how modern physicists work and by referring to the relevance of physics, respectively.
Dake, L. S.
Several years ago I had to select a new textbook for my calculus-based introductory physics class. I subscribe to Just-in-Time Teaching methods, which require students to read the book before the material is covered in class. Thus, the readability of the text by the students is critical. However, I did not feel that I was the best judge of this factor, so I turned the textbook selection into a class project. The students unanimously chose one textbook, which I have now successfully used for three years. The project was decidedly worthwhile, and I gained considerable insight into what students prefer in a textbook.
Gilliland, Sarah; Wainwright, Susan Flannery
Clinical reasoning is a complex, nonlinear problem-solving process that is influenced by models of practice. The development of physical therapists' clinical reasoning abilities is a crucial yet underresearched aspect of entry-level (professional) physical therapist education. The purpose of this qualitative study was to examine the types of clinical reasoning strategies physical therapist students engage in during a patient encounter. A qualitative descriptive case study design involving within and across case analysis was used. Eight second-year, professional physical therapist students from 2 different programs completed an evaluation and initial intervention for a standardized patient followed by a retrospective think-aloud interview to explicate their reasoning processes. Participants' clinical reasoning strategies were examined using a 2-stage qualitative method of thematic analysis. Participants demonstrated consistent signs of development of physical therapy-specific reasoning processes, yet varied in their approach to the case and use of reflection. Participants who gave greater attention to patient education and empowerment also demonstrated greater use of reflection-in-action during the patient encounter. One negative case illustrates the variability in the rate at which students may develop these abilities. Participants demonstrated development toward physical therapist--specific clinical reasoning, yet demonstrated qualitatively different approaches to the patient encounter. Multiple factors, including the use of reflection-in-action, may enable students to develop greater flexibility in their reasoning processes. © 2017 American Physical Therapy Association
Verley, Jim D.
An exploratory study was undertaken to examine the perceptions of physics graduate students regarding teaching and their institutional and departmental support for their teaching efforts. A Likert survey was developed and distributed to 249 physics graduate students at four Rocky Mountain institutions of higher education. The survey was distributed through individual physics department email lists to prevent spam and virus blockers from removing the survey email. Of those 249 receiving the survey 132 students responded (53%) and of those responding 50% gave written comments about their perceptions of the value of teaching. Two of the institutions surveyed have some level of formal teaching development and assistance programming available to the graduate students and two had no formal programs in place either departmentally or institutionally. Both quantitative and qualitative analysis was utilized to examine the survey questions, demographic information and an open-ended question regarding the students' personal perceptions of teaching. Results of the survey analysis indicate that this group of physics graduate students perceive and place a high value on the importance of teaching. The results of the study also indicate that while there was high awareness by the student population of formal programs to aid in their teaching efforts, it did not translate into a high value placed on teaching by the institutions or departments from the student perspective. Students at those institutions that maintain formal programs for teaching development and support, while aware of those programs, often perceive departmental support for their teaching efforts to be lacking and feel unable to accommodate a personal interest in teaching because of a departmental focus on research. The students attending the institution with no formal institutional or departmental programs for teaching had the highest perceived value on its departmental teaching and support for teaching compared to
Bu, Frank; Marlowe, Robert Lloyd; Whitson, Kristin
This is the story of how an enterprising high school student came to my lab one afternoon, asking if there were any way that he could gain "hands-on" lab experience by working with me. While I had some doubts about allowing him to work in an area with an expensive 150-mW focused laser beam, I eventually said yes. I was well aware that a couple of weeks of lab work could lead to interesting investigations for him….
Bu, Frank; Marlowe, Robert Lloyd; Whitson, Kristin
This is the story of how an enterprising high school student came to my lab one afternoon, asking if there were any way that he could gain "hands-on" lab experience by working with me. While I had some doubts about allowing him to work in an area with an expensive 150-mW focused laser beam, I eventually said yes. I was well aware that a…
Zwolak, Justyna; Brewe, Eric
Society is constantly in flux, which demands the continuous development of our educational system to meet new challenges and impart the appropriate knowledge/skills to students. In order to improve student learning, among other things, the way we are teaching has significantly changed over the past few decades. We are moving away from traditional, lecture-based teaching towards more interactive, engagement-based strategies. A current, major challenge for universities is to increase student retention. While students' academic and social integration into an institution seems to be vital for student retention, research on the effect of interpersonal interactions is rare. I use of network analysis to investigate academic and social experiences of students in and beyond the classroom. In particular, there is a compelling case that transformed physics classes, such as Modeling Instruction (MI), promote persistence by the creation of learning communities that support the integration of students into the university. I will discuss recent results on pattern development in networks of MI students' interactions throughout the semester, as well as the effect of students' position within the network on their persistence in physics.
Moskal, Barbara M.; Wright, Lyndsey; Taylor, P. C.
Researchers have found that children with dyslexia reason differently with respect to language from those who do not have dyslexia. Dyslexic students' brains work differently than do students without dyslexia. Some researchers speculate that these differences provide dyslexic students with an advantage in science. The presentation will describe an outreach activity which developed and delivered instructional modules in physics to students in grades kindergarten through sixth. These modules were tested on thirty students who attended a summer camp designed for students who have been diagnosed with dyslexia. Eighty percent of students who have learning disabilities have dyslexia. Many of the students who attended this camp have experienced repeated failure in the traditional school system, which emphasizes literacy with little attention to science. A number of science and engineering professors collaborated with this camp to build instructional modules that were delivered one hour per day, during two weeks of this five week summer camp (ten hours of hands-on physics instruction). Both quantitative and qualitative data were collected with respect to the impact that this camp had on students' understanding and interests in science. The results of these efforts will be presented.
Kędra, Agnieszka; Kolwicz-Gańko, Aleksandra; Kędra, Przemysław; Bochenek, Anna; Czaprowski, Dariusz
The aim of the study was (1) to characterise back pain in physically inactive students as well as in trained (with a high level of physical activity) and untrained (with an average level of physical activity) physical education (PE) students and (2) to find out whether there exist differences regarding the declared incidence of back pain (within the last 12 months) between physically inactive students and PE students as well as between trained (with a high level of physical activity) and untrained (with an average level of physical activity) PE students. The study included 1321 1st-, 2nd- and 3rd-year students (full-time bachelor degree course) of Physical Education, Physiotherapy, Pedagogy as well as Tourism and Recreation from 4 universities in Poland. A questionnaire prepared by the authors was applied as a research tool. The 10-point Visual Analogue Scale (VAS) was used to assess pain intensity. Prior to the study, the reliability of the questionnaire was assessed by conducting it on the group of 20 participants twice with a shorter interval. No significant differences between the results obtained in the two surveys were revealed (p < 0.05). In the group of 1311 study participants, 927 (70.7%) respondents declared having experienced back pain within the last 12 months. Physically inactive students declared back pain frequency similar to the frequency declared by their counterparts studying physical education (p > 0.05). Back pain was more common in the group of trained students than among untrained individuals (p < 0.05). Back pain was mainly located in the lumbar spine. A frequent occurrence of back pain (70.7%) was noted in the examined groups of students. The percentage of students declaring back pain increased in the course of studies (p < 0.05) and, according to the students' declarations, it was located mainly in the lumbar spine. No significant differences regarding the incidence of back pain were found between physically inactive
Bac, Aneta; Bogacz, Gabriela; Ogrodzka-Ciechanowicz, Katarzyna; Kulis, Aleksandra; Szaporów, Tomasz; Woźniacka, Renata; Radlińska, Natalia
The aim of this study was to determine the type of medial longitudinal arch (MLA) in students of Krakow universities, investigate the relationship between physical activity and the shaping of the feet, and examine the relationship between hallux valgus angle and the type of footwear chosen most often. The study group consisted of 120 students, of which 56 respondents were students of the University School of Physical Education in Krakow, whereas the remaining 64 respondents were students of the Pedagogical University of Krakow. To evaluate the MLA, a podoscope was used, which allowed us to determine the length and width of the foot, and calculation of the Clarke angle, heel angle γ, and the angle of hallux valgus. All students were also subjected to a measurement of body weight and height. There was a statistically significant relationship between physical activity and the Clarke angle in the group of women studying at the University School of Physical Education. There was no correlation between the hallux valgus angle and the type of footwear chosen most often in the research groups. The most frequently diagnosed type of longitudinal and transverse arch foot in the research group was normal MLA. There was no relationship between physical activity and transverse arch foot in any of the research groups.
Irving, Paul W.; Sayre, Eleanor C.
As part of a longitudinal study into identity development in upper-level physics students a phenomenographic research method is employed to assess the stages of identity development of a group of upper-level students. Three categories of description were discovered which indicate the three different stages of identity development for this group…
Waltner, Christine; Wiesner, Hartmut; Rachel, Alexander
Physics instruction that is student oriented will generate a long-term individual interest and therefore a lifelong openness to science. Phenomena of nature are part of the fields of interest which provide context leading to greater student interest. In this paper we present the locomotion of fish and sperm in a way which can be used to teach in…
Pharez, Emily S.
This article describes the challenges faced by a middle school teacher who inherited a recreation-based physical education program in which students had been accustomed to choosing what they wanted to do. Stressing the importance of implementing a standards-based program in which students of all skill levels and activity preferences were able to…
Rees, Charlotte E; Bradley, Paul; McLachlan, John C
With opportunities for dissection and examination of sick patients decreasing, the role of peer physical examination (PPE) is increasing. This study explores students' attitudes towards PPE and the relationship between attitudes and demographics. A total of 129 first-year medical students from the Peninsula Medical School completed the Examining Fellow Students (EFS) questionnaire. At least 97% of students were comfortable participating in PPE of all body parts except breast and inguinal regions. Over 20% of students were unwilling to participate in PPE of the breast and inguinal regions. Students were more comfortable with PPE within gender than across gender. Females were more likely to be uncomfortable with PPE. Further research with larger sample sizes is required to determine whether attitudes are related to age and religious faith.
Our research team has been engaged in the iterative redesign of an Introductory Physics course for Life Science (IPLS) majors to explicitly bridge biology and physics in ways that are authentic to the disciplines. Our interdisciplinary course provides students opportunities to examine how modeling decisions (e.g. knowing when and how to use different concepts, identifying implicit assumptions, making and justifying assumptions) may differ depending on canonical disciplinary aims and interests. Our focus on developing students' interdisciplinary reasoning skills requires 1) shifting course topics to focus on core ideas that span the disciplines, 2) shifting epistemological expectations, and 3) foregrounding typically tacit disciplinary assumptions. In working to build an authentic interdisciplinary course that bridges physics and biology, we pay careful attention to supporting students in constructing these bridges. This course has been shown to have important impacts: a) students seek meaningful connections between the disciplines, b) students perceive relevance and utility of ideas from different disciplines, and c) students reconcile challenging disciplinary ideas. Although our focus has been on building interdisciplinary coherence, we have succeeded in maintaining strong student learning gains on fundamental physics concepts and allowed students to deepen their understanding of challenging concepts in thermodynamics. This presentation will describe the shifts in course content and the modern pedagogical approaches that have been integrated into the course, and provide an overview of key research results from this project. These results may aid physicists in reconsidering how they can meaningfully reach life-science students. This work is supported by NSF-TUES DUE 11-22818, the HHMI NEXUS grant, and a NSF Graduate Research Fellowship (DGE 0750616).
Sharma, Sapna; Ahluwalia, P. K.; Sharma, S. K.
It has been established by physics education researchers that there is a correlation between the learner’s behavior, their epistemological beliefs with which they come to the classrooms, and their success in a course. This study of Indian students and teachers explores expectations and beliefs in learning physics at the secondary and tertiary levels by making use of the Maryland Physics Expectation (MPEX) survey, which has been tested for both its validity and its reliability. The MPEX was administered to a sample of 265 Indian students at three different levels of study: (i) XII standard (high school), (ii) undergraduate (Bachelor of Science), and (iii) master’s degree (Master of Science in Physics, MS). In India, a pre-post instruction difference between the attitudes of class XII, undergraduate, and master’s students is observed with favorable improvement in master’s students as compared to deterioration in both class XII and undergraduate students. A comparison of these results with those reported in similar studies conducted in four other countries (U.S., Turkey, Philippines, and Thailand) indicates that there is a difference between the U.S. students and those of the other three countries and also between U.S. experts and Indian teachers. In all countries (U.S., India, Turkey, Thailand, and Philippines) the basic trend of expectation from pre to post test remained the same—there was a deterioration observed in all levels of students. Indian MS students were an exception. A significant difference was observed in the expectations of U.S. experts and Indian teachers. The score of favorable views of Indian class XII and undergraduate students was observed to be less than U.S. students in many clusters. No significant difference was found between Indian male and female students’ expectations at any level of study. This study shows that most Indian students have nowhere near an expert’s expectations even after instruction, which might affect their
Dreiner, Herbi K.
Physics students spend the early part of their training attending physics and mathematics lectures, solving problem sets, and experimenting in laboratory courses. The program is typically intensive and fairly rigid. They have little opportunity to follow their own curiosity or apply their knowledge. There have been many attempts to address this…
Kaya, Hasan; Boyuk, Ugur
In order that students can develop researching, questioning, critical thinking, problem solving and decision making skills, so that they become lifelong learning individuals, they should be improved regarding their knowledge, understanding and attitude towards natural sciences. Attitudes towards physics lessons and physical experiments of high…
Shan, Kathy J.
Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage…
Brewer, Joan D.; Luebbers, Paul E.; Shane, Shawna D.
America is facing an obesity epidemic--one that is difficult to ignore. In order to combat the nation's obesity crisis, it is imperative that schools find ways to increase the physical activity levels of students during the school day, as well as encourage additional activity outside of school. By teaching youth to incorporate physical activity…
A review of literature reveals that self-efficacy (SE) has been shown as a successful predictor of students' course-taking. Many factors have been reported to have influences on physics self-efficacy (PSE), but most of them are contextual variables. This article suggests that learning content is also an influencing factor. Physics learning content…
Hannon, James C.
Background: This study examined physical activity (PA) levels of overweight and nonoverweight African American and Caucasian students (n = 198) during game play in physical education classes. Methods: Body fat percentages (%BFs) were determined using the skinfold technique and Slaughter et al prediction equations. Girls were classified as…
Martinez, Yannica Theda S.; Harmon, Brook E.; Bantum, Erin O.; Strayhorn, Shaila
Objectives To understand perceived barriers of a diverse sample of college students and their suggestions for interventions aimed at healthy eating, cooking, and physical activity. Methods Forty students (33% Asian American, 30% mixed ethnicity) were recruited. Six focus groups were audio-recorded, transcribed, and coded. Coding began with a priori codes, but allowed for additional codes to emerge. Analysis of questionnaires on participants’ dietary and physical activity practices and behaviors provided context for qualitative findings. Results Barriers included time, cost, facility quality, and intimidation. Tailoring towards a college student’s lifestyle, inclusion of hands-on skill building, and online support and resources were suggested strategies. Conclusions Findings provide direction for diet and physical activity interventions and policies aimed at college students. PMID:28480225
For many decades now there has been an ongoing debate about the way and extent to which physics ought to be popularized by appealing to a student's every day experience. Part of this debate has focused on how textbooks, a major factor shaping students' education, ought to be written and presented. I examine the background, passages, and problems of two examples drawn from the special genre of ``Household Physics'' textbooks which were published largely between 1910 and 1940. The pedagogy of applying or relating physics to the everyday experience engenders values defining how and by whom science is to be applied. These books are particularly evocative, as well, of the extent to which gender can be tied to differing everyday experiences and the consequences therefore of using experiential examples. Using popular science textbooks can alienate students by drawing an implicit division between the reader and the practicing scientist.
Hinko, Kathleen; Finkelstein, Noah D.
Informal education programs organized by university physics departments are a popular means of reaching out to communities and satisfying grant requirements. The outcomes of these programs are often described in terms of broader impacts on the community. Comparatively little attention, however, has been paid to the influence of such programs on those students facilitating the informal science programs. Through Partnerships for Informal Science Education in the Community (PISEC) at the University of Colorado Boulder, undergraduate and graduate physics students coach elementary and middle school children during an inquiry-based science afterschool program. As part of their participation in PISEC, university students complete preparation in pedagogy, communication and diversity, engage with children on a weekly basis and provide regular feedback about the program. We present findings that indicate these experiences improve the ability of university students to communicate in everyday language and positively influence their perspectives on teaching and learning.
Kost, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.
Prior research has shown, at our institution: 1) males outperform females on conceptual assessments (a gender gap), 2) the gender gap persists despite the use of research-based reforms, and 3) the gender gap is correlated with students' physics and mathematics background and prior attitudes and beliefs [Kost, et al. PRST-PER, 5, 010101]. Our follow-up work begins to explore how males and females experience the introductory course differently and how these differences relate to the gender gap. We gave a survey to students in the introductory course in which we investigated students' physics identity and self-efficacy. We find there are significant gender differences in each of these three areas, and further find that these measures are weakly correlated with student conceptual performance, and moderately correlated with course grade.
Close, Eleanor; Vokos, S.; Seeley, L.
The Department of Physics and the School of Education at Seattle Pacific University, together with FACET Innovations, LLC, are beginning the second year of a five-year NSF TPC grant, Improving the Effectiveness of Teacher Diagnostic Skills and Tools. We are working in partnership with school districts in Washington State to identify and characterize widespread productive and unproductive modes of reasoning employed by both pre-college students and teachers on foundational topics in physical science. In the first year of the grant, base-line preand post-test data were collected from a large number (N 2300) of middle and high school students. We will discuss relationships between preand post-test results, student learning gains, and student and teacher characteristics. * Supported in part by NSF grant #ESI-0455796, The Boeing Corporation, and the SPU Science Initiative.
Zamfirov, Milen; Saeva, Svetoslava; Popov, Tsviatko
This paper presents a new strategy to be implemented in Bulgarian schools in teaching physics and astronomy to students with impaired hearing at grades 7 (13-year-old students) and 8 (14-year-old students). The strategy provides effective education for students with hearing disabilities in mainstream schools as well as for those attending specialized schools. A multimedia CD has been developed, which offers a large number of basic terms from the corresponding fields of physics and astronomy, accompanied by textual explanation and various illustrations. The terms are explained in Bulgarian, Bulgarian Sign Language and English. This multimedia product can be used by children with hearing disabilities, as well as by children without disorders.
Carmona-Reyes, Jorge; Wang, Li; Matthews, Lorin; Cook, Mike; Hyde, Truell
In its second year of an educational research collaboration on the convergence between physical environment, pedagogical methods, student attainment and academic performance, CASPER along with the Region 12 Education Service Center and Huckabee Inc. have completed their initial quantitative study. This project examined the impact of the physical environment on student engagement, employing a flexibility construct and examination of teacher mobility and places of centeredness. Data analysis showed a positive correlation between student engagement and classroom flexibility for two locations having statistically significant differences in flexibility scores. The research is now being extended to examine a laboratory setting (in this case, a complex plasma lab) where the results will be used to enhance student work efficiency while also increasing safety within the lab. Details will be discussed in this presentation. Region 12 and Huckabee funding is gratefully acknowledged.
Geller, Benjamin D.; Turpen, Chandra; Crouch, Catherine H.
We explore the sources of student engagement with curricular content in an Introductory Physics for Life Science (IPLS) course at Swarthmore College. Do IPLS students find some life-science contexts more interesting than others, and, if so, what are the sources of these differences? We draw on three sources of student data to answer this question: (1) quantitative survey data illustrating how interested students were in particular contexts from the curriculum, (2) qualitative survey data in which students describe the source of their interest in these particular contexts, and (3) interview data in which students reflect on the contexts that were and were not of interest to them. We find that examples that make interdisciplinary connections with students' other coursework in biology and chemistry, and examples that make connections to what students perceive to be the "real world," are particularly effective at fostering interest. More generally, students describe being deeply engaged with contexts that foster a sense of coherence or have personal meaning to them. We identify various "engagement pathways" by which different life-science students engage with IPLS content, and suggest that a curriculum needs to be flexible enough to facilitate these different pathways.
The present state of physics teaching and learning is a reflection of the difficulty of the subject matter which has resulted in students' low motivation toward physics as well as lack of meaningful and deeper learning experiences. In light of an overall decline in interest in physics, an investigation of alternate teaching and learning methods and tools was appropriate. The research posed the following question: To what extent do online games about kinematics and two-dimensional motion impact student performance in undergraduate general physics as measured by a unit posttest? Two intact classes of 20 students each were randomly assigned to either the experimental group or the control group. Only the experimental group received the treatment of using online games. The duration of topics covered in the game content was identical to the lecture on kinematics and two-dimensional motion. Instructors for the experimental group incorporated online games in their regular classroom teaching, whereas those in the control group continued with their previously used curriculum without games. This study was conducted in three weekly sessions. Although students were not selected using random sampling, existing classes were randomly assigned to either the experimental group or the control group. There were 20 students in the experimental group and 20 students in the control group. The independent samples t test was conducted to compare the means of two independently sampled experimental and control groups. Analysis of covariance (ANCOVA) was used to determine if the two groups were significantly different with regard to their general physics performance on the posttest while controlling for the pretest scores. Analysis of posttest and pretest scores revealed that game-based learning did not significantly impact student performance.
Over the past 30 years, physics education research has guided the development of instructional strategies that can significantly enhance students' functional understanding of concepts in introductory physics. Recently, attention has shifted to instructional goals that, while widely shared by teachers of physics, are often more implicit than explicit in our courses. These goals involve the expectations and attitudes that students have about what it means to learn and understand physics, together with the behaviors and actions students think they should engage in to accomplish this learning. Research has shown that these ``hidden'' elements of the curriculum are remarkably resistant to instruction. In fact, traditional physics courses tend to produce movement away from expert-like behaviors. At Western Washington University, we are exploring ways of promoting metacognition, an aspect of the hidden curriculum that involves the conscious monitoring of one's own thinking and learning. We have found that making this reflective thinking an explicit part of the course may not be enough: adequate framing and scaffolding may be necessary for students to meaningfully engage in metacognition. We have thus taken the basic approach of developing metacognition, like conceptual understanding, through guided inquiry. During our teaching experiments, we have collected written and video data, with twin goals of guiding iterative modifications to the instruction as well as contributing to the knowledge base about student metacognition in introductory physics. This talk will provide examples of metacognition activities from course assignments and labs, and will present written data to assess the effectiveness of instruction and to illustrate specific modes of students' reflective thinking.
Dake, L. S.
Several years ago I had to select a new textbook for my calculus-based introductory physics class. I subscribe to Just-in-Time Teaching methods,1 which require students to read the book before the material is covered in class. Thus, the readability of the text by the students is critical. However, I did not feel that I was the best judge of this…
Smith, Trevor I.
As part of an ongoing multi-university research study on student understanding of concepts in thermal physics at the upper division, I identified several student difficulties with topics related to heat engines (especially the Carnot cycle), as well as difficulties related to the Boltzmann factor. In an effort to address these difficulties, I developed two guided-inquiry worksheet activities (a.k.a. tutorials) for use in advanced undergraduate thermal physics courses. Both tutorials seek to improve student understanding of the utility and physical background of a particular mathematical expression. One tutorial focuses on a derivation of Carnot's theorem regarding the limit on thermodynamic efficiency, starting from the Second Law of Thermodynamics. The other tutorial helps students gain an appreciation for the origin of the Boltzmann factor and when it is applicable; focusing on the physical justification of its mathematical derivation, with emphasis on the connections between probability, multiplicity, entropy, and energy. Student understanding of the use and physical implications of Carnot's theorem and the Boltzmann factor was assessed using written surveys both before and after tutorial instruction within the advanced thermal physics courses at the University of Maine and at other institutions. Classroom tutorial sessions at the University of Maine were videotaped to allow in-depth scrutiny of student successes and failures following tutorial prompts. I also interviewed students on various topics related to the Boltzmann factor to gain a more complete picture of their understanding and inform tutorial revisions. Results from several implementations of my tutorials at the University of Maine indicate that students did not have a robust understanding of these physical principles after lectures alone, and that they gain a better understanding of relevant topics after tutorial instruction; Fisher's exact tests yield statistically significant improvement at the
Jankovic, Ljiljana; Cucic, Dragoljub
Working with students who have special needs is the type of work that requires special engagement and skills of those who perform it. Working with gifted children requires outstanding knowledge of a teacher and above all the teachers should be very well informed on the subject they teach, Physics in our case. This work also requires great pedagogical and psychological skills so that these talented students would be approached in a suitable way. In this paper we will present to you our methods of teaching Physics to these talented children (13 years old), in the Regional Center for Talents "Mihajlo Pupin" in Pancevo.
Lin, Tzung-Jin; Liang, Jyh-Chong; Tsai, Chin-Chung
The main purposes of this study were to identify Taiwanese university students' physics learning profiles in terms of their critical conceptions of learning physics and to compare their physics learning self-efficacy with the different learning profiles. A total of 250 Taiwanese undergraduates who were majoring in physics participated in this study and were invited to complete two instruments, physics learning profile and physics learning self-efficacy (PLSE). The main results indicated that, first, the two instruments developed in this study had satisfactory validity and reliability. Second, three fundamental physics learning profiles, the reproductive, transitional, and constructive profiles, were characterized based on the cluster analysis. It is also evident that the three learning profiles demonstrated different levels of self-efficacy for the five PLSE dimensions. The students with a reproductive profile tended to possess the lowest PLSE across the five dimensions. The students with a transitional profile may possess higher confidence in higher-order cognitive skills and laboratory activities than those with a reproductive profile. However, only those with a constructive profile, highlighting a comprehensive understanding of physics knowledge/concepts as well as de-emphasizing physics learning as preparing for tests and calculating and practising tutorial problems, possessed stronger PLSE in applying what they learned to real-world contexts as well as in scientifically communicating with others.
Dreiner, Herbi K.
Physics students spend the early part of their training attending physics and mathematics lectures, solving problem sets, and experimenting in laboratory courses. The program is typically intensive and fairly rigid. They have little opportunity to follow their own curiosity or apply their knowledge. There have been many attempts to address this deficiency, specifically through outreach activities.1-23 For example, since 1984 Clint Sprott (University of Wisconsin) hosts a physics show entitled "The Wonders of Physics!" Dressed up as a circus director and assisted by students, Professor Sprott presents entertaining and educating experiments to a regularly packed auditorium of all age groups.5 This was in turn inspired by the "Chemistry is Fun" presentations of Basam Shakhashiri (University of Wisconsin), where the students are also involved.6
Lunk, Brandon Robert
With the growing push to include computational modeling in the physics classroom, we are faced with the need to better understand students' computational modeling practices. While existing research on programming comprehension explores how novices and experts generate programming algorithms, little of this discusses how domain content knowledge, and physics knowledge in particular, can influence students' programming practices. In an effort to better understand this issue, I have developed a framework for modeling these practices based on a resource stance towards student knowledge. A resource framework models knowledge as the activation of vast networks of elements called "resources." Much like neurons in the brain, resources that become active can trigger cascading events of activation throughout the broader network. This model emphasizes the connectivity between knowledge elements and provides a description of students' knowledge base. Together with resources resources, the concepts of "epistemic games" and "frames" provide a means for addressing the interaction between content knowledge and practices. Although this framework has generally been limited to describing conceptual and mathematical understanding, it also provides a means for addressing students' programming practices. In this dissertation, I will demonstrate this facet of a resource framework as well as fill in an important missing piece: a set of epistemic games that can describe students' computational modeling strategies. The development of this theoretical framework emerged from the analysis of video data of students generating computational models during the laboratory component of a Matter & Interactions: Modern Mechanics course. Student participants across two semesters were recorded as they worked in groups to fix pre-written computational models that were initially missing key lines of code. Analysis of this video data showed that the students' programming practices were highly influenced by
Moore, E Whitney G; Fry, Mary D
Individuals experiencing a highly caring, task-involving, and low ego-involving exercise climate have reported greater ownership in exercise class and empowerment to exercise in general. This study examined the relationship between ownership and empowerment in exercise, with 2 context-specific outcomes, satisfaction with physical education (PE) and physical activity, respectively. Given the mission of PE to foster individuals' lifelong physical activity habit, the perceptions of high school students were collected for this study. Ownership in exercise was hypothesized to be significantly, positively correlated with students reporting satisfaction in PE more than their satisfaction in physical activity, whereas empowerment in exercise was hypothesized to be more strongly, positively correlated with students' physical activity satisfaction. A second purpose of this study was to test the measurement quality of the updated Empowerment in Exercise Scale (EES; now 13 items). High school students (N = 502, 43% female) in a Midwestern U.S. school district completed a survey. Confirmatory factor analysis supported the internal measurement structure of the EES (λ = .62-.91; McDonald's omega = .89) across student gender (strong invariance). Additionally, the structural equation modeling analysis revealed only 1 parameter moderated by the students' gender (latent mean of ownership). The hypotheses were supported, such that ownership in exercise was more strongly correlated with PE satisfaction (r = .87) and empowerment in exercise had a stronger correlation with physical activity satisfaction (r = .92). These results support the beneficial effect a satisfying experience in PE can have on students' satisfaction with physical activity outside of school.
Structured interviews were used to explore 10th grade teachers' understanding of students' attitudes and values toward physical education and physical activity as a variable in students' probability of dropping physical education and adolescent obesity. When asked how school-based physical education could help combat the problem of students…
Hawker, Clare L
There is strong evidence that suggests physical activity can enhance mental well-being. However, this relationship has not been widely investigated in student nurses. A cross-sectional study was conducted to examine the relationship between physical activity and mental well-being in undergraduate student nurses (n=215). Physical activity was measured using the International Physical Activity Questionnaire. Other outcomes included self-esteem, anxiety, depression, life satisfaction, outcome expectations and self-efficacy. Almost, a quarter (23.8%) of the total sample, were meeting the Department of Health's physical activity guideline. Mean body mass index (BMI) was 25.0 with 40% being in the overweight to morbidly obese category. Self-esteem was significantly positively correlated with total physical activity (r=0.16, p=0.038) and moderate intensity activity (r=0.17, p=0.021). No other significant relationships were found between anxiety, depression and satisfaction with life and physical activity. Outcome expectations for exercise and self-efficacy were significantly positively correlated with moderate (r=0.17, p=0.019) and vigorous (r=0.28, p=0.000) intensity activity and total physical activity (r=0.29, p=0.000). BMI was significantly positively correlated with age (r=0.242, p=0.001), significantly negatively correlated with self-efficacy for exercise (r=0.257, p=0.000) and satisfaction with life (r=-0.144, p=0.041). Regression analysis showed that low self efficacy for exercise and increasing age were significant predictors of BMI with a small effect size r(2)=0.126, adjusted r(2)=0.112. BMI and physical activity variables collectively explained only 2% of the variance for anxiety, 4% for depression, 5% for self esteem and 6% for satisfaction with life. BMI was a significant predictor of satisfaction with life (Beta=-0.171, p=0.027). Participation in physical activity may be influential in improving mental well-being in student nurses. Promoting physical
van der Mars, Hans; Rowe, Paul J.; Schuldheisz, Joel M.; Fox, Susan
This study was conducted to validate the System for Observing Fitness Instruction Time (SOFIT) for measuring physical activity levels of high-school students. Thirty-five students (21 girls and 14 boys from grades 9-12) completed a standardized protocol including lying, sitting, standing, walking, running, curl-ups, and push-ups. Heart rates and…
Shen, Bo; Li, Weidong; Sun, Haichun; Rukavina, Paul Bernard
Guided by Green-Demers, Leagult, Pelletier, and Pelletier's (2008) assumption that amotivation (absence of motivation) is a multidimensional construct, we designed this study to investigate the influence of inadequate teacher-to-student social support on amotivation of high-school physical education students. Five hundred and sixty-six ninth…
Claxton, David; Wells, Gayle M
This study examined the effect of using physical activity homework on physical activity levels of college students. Students in randomly assigned sections of a university health course were assigned 30 minutes of physical activity homework 3 days a week or no homework for 12 weeks. Participants completed self-reports of physical activity before the homework intervention and again at the conclusion of the 12 weeks of physical activity homework. Participants in all course sections reported significant increases in the number of days per week of moderate and vigorous physical activity. Participants in homework sections additionally showed significant increases in the days they engaged in muscular strength/endurance training and activities to manage weight. Participants in sections without homework showed a significant increase in the number of days engaged in flexibility training. Comparison of gain scores showed statistically significant increases by the homework group in the days they participated in activities designed to manage weight. Physical activity homework was deemed to be an effective method of increasing college students' levels of physical activity.
Gaffney, Jonathan David Housley
Students often make errors when trying to solve qualitative or conceptual physics problems, and while many successful instructional interventions have been generated to prevent such errors, the process of deduction that students use when solving physics problems has not been thoroughly studied. In an effort to better understand that reasoning process, I have developed a new framework, which is based on the mental models framework in psychology championed by P. N. Johnson-Laird. My new framework models how students search possibility space when thinking about conceptual physics problems and suggests that errors arise from failing to flesh out all possibilities. It further suggests that instructional interventions should focus on making apparent those possibilities, as well as all physical consequences those possibilities would incur. The possibilities framework emerged from the analysis of data from a unique research project specifically invented for the purpose of understanding how students use deductive reasoning. In the selection task, participants were given a physics problem along with three written possible solutions with the goal of identifying which one of the three possible solutions was correct. Each participant was also asked to identify the errors in the incorrect solutions. For the study presented in this dissertation, participants not only performed the selection task individually on four problems, but they were also placed into groups of two or three and asked to discuss with each other the reasoning they used in making their choices and attempt to reach a consensus about which solution was correct. Finally, those groups were asked to work together to perform the selection task on three new problems. The possibilities framework appropriately models the reasoning that students use, and it makes useful predictions about potentially helpful instructional interventions. The study reported in this dissertation emphasizes the useful insight the
Sardi; Rizal, M.; Mansyur, J.
This research aimed to describe behaviors of mathematics and physics students in solving problem of the vector concept in physics context. The subjects of the research were students who enrolled in Mathematics Education Study Program and Physics Education Study Program of FKIP Universitas Tadulako. The selected participants were students who received the highest score in vector fundamental concept test in each study program. The data were collected through thinking-aloud activity followed by an interview. The steps of data analysis included data reduction, display, and conclusion drawing. The credibility of the data was tested using a triangulation method. Based on the data analysis, it can be concluded that the two groups of students did not show fundamental differences in problem-solving behavior, especially in the steps of understanding the problem (identifying, collecting and analyzing facts and information), planning (looking for alternative strategies) and conducting the alternative strategy. The two groups were differ only in the evaluation aspect. In contrast to Physics students who evaluated their answer, mathematics students did not conducted an evaluation activity on their work. However, the difference was not caused by the differences in background knowledge.
In this era of unprecedented attention from the White House and Congress, the STEM community must rise to the challenge of recruiting and retaining students to achieve the mandate of producing one million additional college graduates with degrees in STEM. However, the number of students choosing to pursue and persist with physics as a degree has had a stagnated growth rate when compared to other STEM fields, and some institutions are experiencing dramatic shifts in the demographics of the students entering their programs. The development of a subject-specific identity is a strong influence on students' persistence in a discipline and is a productive lens from which to understand the stagnated growth rate of physics majors and how to support a shift in student demographics. In this presentation, ongoing research is presented that aims to understand identity development in STEM with a focus on the transition from physics student to physicist. Community development and exposure to authentic practice are established as crucial factors that contribute to the development of a professional identity. How these findings can be implemented into course design is discussed with an outline of the P3 learning environment. The P3 learning environment blends the regular focus of reform-based teaching practices on deep conceptual understanding with a focus on students obtaining understanding through engagement with authentic scientific practices. By establishing and studying learning environments similar to P3 we can further explore the development of subject-specific identity while also developing effective teaching practices.
Kharissova, N; Kharissova, L; Smirnov, I; Kosibaeva, A; Mindubaeva, F
The present study aimed at investigation of the relationship between physiological features of cardiorespiratory system of a group of athletes with individually-typological charac-teristics of the organism (age, type of constitution, sports experience, the degree of adaptation) to physical activities on the basis of a comprehensive study of the cardiorespiratory system. The study was conducted on 450 students from 18 to 24 years of age from Kazakhstan, Russia, India, and Pakistan to evaluate the influence of physical culture and sports on the formation of a healthy lifestyle of young people in higher education institutions. The students were divided into groups - the first group - student 18-20 years of age; the second group - students 21-24 years of age; the control group included students of the same age not actively involved in sports (2 lessons of physical training per week). The relationship between physiological features of cardiorespiratory system of athletes and individually-typological characteristics of the organism (age, type of constitution, sports experience, the degree of adaptation) was determined.
Pope, Damian T.; Korsunsky, B.
Each year for the past three years, Perimeter Institute for Theoretical Physics in Waterloo, Ontario, Canada, has staged an annual physics summer camp for high school students worldwide. Known as the International Summer School for Young Physicists (ISSYP), it attracts students from all corners of the globe and this year had attendees from 15 countries and 5 continents. The camp is aimed at motivated students around the age of 16 and is a two-week immersion into the exciting world of cutting-edge physics today. It covers topics such as dark matter, superstring theory and quantum computers, and exposes attendees to some of the very latest research results. It includes lectures, tutorials, laboratory visits and small-group projects and, in addition to teaching new material, strives to give students a deeper appreciation of the true nature of science. Throughout, attendees have a great deal of interaction with the institute's scientists. This presentation will give an overview of the camp including the material taught within it, its impact on students and the goals of the program. More information about the camp can be found at: http://www.youngphysicists.ca
One-day workshop for a small group of graduate students and post-docs to hear talks and interact with experts in a variety of areas of energy research. The purpose is to provide an opportunity for young physicists to learn about cutting-edge research in which they might find a career utilizing their interest and background in physics.
Gassert, R.; Metzger, J.; Leuenberger, K.; Popp, W. L.; Tucker, M. R.; Vigaru, B.; Zimmermann, R.; Lambercy, O.
Haptic paddles--low-cost one-degree-of-freedom force feedback devices--have been used with great success at several universities throughout the US to teach the basic concepts of dynamic systems and physical human-robot interaction (pHRI) to students. The ETHZ haptic paddle was developed for a new pHRI course offered in the undergraduate…
Vingilis, Evelyn; Wade, Terrance J.; Adlaf, Edward
Data from a randomly selected sample of 840 Ontario students were used to examine factors that affect self-rated physical health. Analyses focused on demographics, family structure, financial situation, child-parent relationship, school achievement, self-esteem, alcohol, tobacco, and cannabis use as factors which directly and indirectly influence…
Georgiou, Helen; Sharma, Manjula Devi
Thermal physics is in the realm of everyday experience, underlies current environmental concerns, and underpins studies in sciences, health and engineering. In the state of NSW in Australia, the coverage of thermal topics in high school is minimal, and, hence, so is the conceptual understanding of students. This study takes a new approach at…
The goal of the research was to explore the role of motivation, gender roles and stereotypes in the explanation of students' educational outcomes in a stereotypically male educational domain: physics. Eccles and colleagues' expectancy-value model was used as a theoretical framework for the research. The research sample included 736 grammar school…
Kotecki, Jerome E.; Clayton, Bruce D.
The current study provides measures of association between self-reported beliefs of currently practicing pharmacists and pharmacy students' beliefs about, willingness to provide, and preparedness to provide counseling on nutrition and physical activity following completion of a health education unit. A 3-week health education unit focusing on the…
Tipsord, Barbara; And Others
This manual contains supplementary information for use by instructors who teach consumer education and resources management to physically handicapped students in regular classes. It is subdivided according to typical consumer education topics and handicapping conditions. Addressed in the individual sections of the manual are the folowing topics:…
Van Dusen, Ben; Barthelemy, Ramón S.; Henderson, Charles
Physics education research (PER) is a rapidly growing area of PhD specialization. In this article we examine the trajectories that led respondents into a PER graduate program as well as their expected future trajectories. Data were collected in the form of an online survey sent to graduate students in PER. Our findings show a lack of visibility of…
Guidelines are presented to aid secondary school physical education teachers in evaluating student performance in a way that avoids sex-role stereotyping and sex discrimination. Suggestions made for conducting testing in a bias-free setting include: (1) avoid sex-differentiated role tasks; (2) organize motor-performance testing procedures so that…
Henderson, Hester L.; French, Ron; Kinnison, Lloyd
Discusses traditional grading procedures used in education in general, and physical education in particular, suggesting an alternative procedure that may be more appropriate for grading students with disabilities in inclusive settings while still meeting the standards of the Individuals with Disabilities Education Act. Suggestions include IEP…
Baldwin, Joni L.
The Council for Exceptional Children (CEC) has been involved in the development of standards for teachers of students with exceptional learning needs since 1922. These standards drive the curriculum of institutions of higher education and state licensing requirements. The Division for Physical and Health Disabilities assisted in developing…
Agbuga, Bulent; Xiang, Ping; McBride, Ron E.; Su, Xiaoxia
Purpose: Framed within self-determination theory, this study examined relationships among perceived instructional choices (cognitive, organizational, and procedural), autonomy need satisfaction, and engagement (behavioral, cognitive, and emotional) among Turkish students in middle school physical education. Methods: Participants consisted of 246…
DiLisi, Gregory A.; Rarick, Richard A.
In this paper we develop materials to address student interest in the Indian Ocean tsunami of December 2004. We discuss the physical characteristics of tsunamis and some of the specific data regarding the 2004 event. Finally, we create an easy-to-make tsunami tank to run simulations in the classroom. The simulations exhibit three dramatic…
The administration and community used to place little or no value on physical education and attendance, and attitudes toward our profession were stereotypical and disrespectful. Yet, at some level, there were people quietly longing for a change. This article describes how the author used her passion for yoga to win over her students and,…
Burnley, P. C.; Thomas, S.; Honn, D. K.
We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.
Fox, Louise W.
This study identifies the attitudes of college students toward a variety of persons, each of whom deviated from the normal in one specific way--either in terms of social status, physical condition, or political point of view. A questionnaire was devised, employing the Bogardus Social Distance Scale. Respondents included 184 undergraduates and 51…
It is a well-established fact that playing at home field is an advantageous condition for professional sport teams. For this reason, the home field advantage in team sports is an important issue to be explored. It is also one of the different topics that physical education and sports students can use when they want to perform performance analysis…
Thorp, Jennifer L.
A review of the literature identifies three main factors that influence student motivation to participate in physical education activities: (1) gender; (2) body image; and (3) enjoyment (Azzarito & Solmon, 2005, 2006, 2009; Lodewyk et al., 2009; Smith & St. Pierre, 2009). Males and females are motivated differently because of their…
Mandigo, James L.; Holt, Nicholas L.
The purpose of this study was to examine elementary school students' accounts of optimal challenge. Twenty-seven children (aged 7-9 years) participated in semi-structured interviews during which they were shown a video-recording of their participation in a physical education class and invited to describe their experiences of optimally challenging…
Sato, Takahiro; Hodge, Samuel R.; Murata, Nathan M.; Maeda, Julienne K.
The purpose of this study was to describe Japanese physical education (PE) teachers' beliefs about teaching students with disabilities in integrated classes. Participants were five Japanese PE teachers (one women and four men). The research was descriptive and qualitative, using an interviewing method. Data were gathered in interviews, analysed…
Singh, Delar K.; Sakofs, Mitchell
This article reports the findings of a research study that investigated the knowledge base and the perceptions of professional competence of 115 general education teachers as they relate to the inclusion of students with physical disabilities. Members of the sample represented elementary and secondary teachers who were teaching in rural, urban,…
Goertzen, Renee Michelle
Physics Education researchers have been working to understanding how students learn physics, which has led to the creation of a body of research-based curricula. It is equally important to study novice instructors, graduate teaching assistants (TAs), who often teach these students. The study of TAs has similarities to how students have been studied: it is important to identify what preconceptions they often enter the classroom with, what resources they may have that they could apply to their physics teaching, and how both the classroom environment and past experiences affect what they are doing in the classroom. Although TAs are responsible for a significant portion of students' instruction at many universities, science TAs and their teaching have not been the focus of any significant amount of study. This dissertation begins to fill this gap by examining physics graduate students who teach discussion sections for introductory courses using tutorials, which are guided worksheets completed by groups of students. While assisting students with their conceptual understanding of physics, TAs are also expected to convey classroom norms of constructing arguments and listening and responding to the reasoning of others. Physics graduate students enter into the role of tutorial TA having relative content expertise but minimal or no pedagogical expertise. This analysis contends that considering the broader influences on TAs can account for TA behavior. Observations from two institutions (University of Colorado, Boulder and University of Maryland, College Park) show that TAs have different valuations (or buy-in) of the tutorials they teach, which have specific, identifiable consequences in the classroom. These differences can be explained by differences in the TAs' different teaching environments. Next, I examine cases of a behavior shared by three TAs, in which they focus on relatively superficial indicators of knowledge. Because the beliefs that underlie their teaching
Rutkowski, Elaine M; Brimer, Debbie
Extant studies indicate persons with autism have difficulties in social interaction, verbal and nonverbal communication, repetitive behaviors, and poor ability to generalize learned skills. Obesity has also been identified as significantly affecting children with autism spectrum disorders (ASD). Negative experience in physical education (PE) may be the antecedent behavior to lack of activities that are mediators to sedentary lifestyles and contributors to the chronic illnesses associated with overweight and obesity. Students with ASD often cannot perform required activities to meet required PE standards. It is imperative school nurses be aware of the many challenges students with ASD bring into a PE class. School nurses provide education for the members of the school community, including the Individualized Education Plan team, regarding the need for attention to limitations, including physical activity, of students with ASD. © The Author(s) 2013.
Ogunleye, Ayodele O.
In recent times, science education researchers have identified a lot of instruments for evaluating conceptual understanding as well as students' attitudes and beliefs about physics; unfortunately however, there are no broad based evaluation instruments in the field of problem-solving in physics. This missing tool is an indication of the complexity…
Trout, Joseph; Bland, Jared
In this pilot project, one hour of lecture time was replaced with one hour of in-class assignments, which groups of students collaborated on. These in-class assignments consisted of problems or projects selected for the calculus-based introductory physics students The first problem was at a level of difficulty that the majority of the students could complete with a small to moderate amount of difficulty. Each successive problem was increasingly more difficult, the last problem being having a level of difficulty that was beyond the capabilities of the majority of the students and required some instructor intervention. The students were free to choose their own groups. Students were encouraged to interact and help each other understand. The success of the in-class exercises were measured using pre-tests and post-tests. The pre-test and post-test were completed by each student independently. Statistics were also compiled on each student's attendance record and the amount of time spent reading and studying, as reported by the student. Statistics were also completed on the student responses when asked if they had sufficient time to complete the pre-test and post-test and if they would have completed the test with the correct answers if they had more time. The pre-tests and post-tests were not used in the computation of the grades of the students.
Malmborg, Julia; Bremander, Ann; Olsson, M Charlotte; Bergman, Stefan
Orthorexia nervosa is described as an exaggerated fixation on healthy food. It is unclear whether students in health-oriented academic programs, highly focused on physical exercise, are more prone to develop orthorexia nervosa than students in other educational areas. The aim was to compare health status, physical activity, and frequency of orthorexia nervosa between university students enrolled in an exercise science program (n = 118) or a business program (n = 89). The students completed the Short Form-36 Health Survey (SF-36), the International Physical Activity Questionnaire (IPAQ), and ORTO-15, which defines orthorexia nervosa as a sensitive and obsessive behavior towards healthy nutrition. The SF-36 showed that exercise science students scored worse than business students regarding bodily pain (72.8 vs. 82.5; p = 0.001), but better regarding general health (83.1 vs. 77.1; p = 0.006). Of 188 students, 144 (76.6%) had an ORTO-15 score indicating orthorexia nervosa, with a higher proportion in exercise science students than in business students (84.5% vs. 65.4%; p = 0.002). Orthorexia nervosa in combination with a high level of physical activity was most often seen in men in exercise science studies and less often in women in business studies (45.1% vs. 8.3%; p < 0.000). A high degree of self-reporting of pain and orthorexia nervosa in exercise science students may cause problems in the future, since they are expected to coach others in healthy living. Our findings may be valuable in the development of health-oriented academic programs and within student healthcare services. Copyright © 2016 Elsevier Ltd. All rights reserved.
Novak, D; Doubova, S V; Kawachi, I
To examine factors associated with regular physical activity in Croatian adolescents. A cross-sectional survey among high school students was carried out in the 2013/14 school year. A survey was conducted among 33 high schools in Zagreb City, Croatia. Participants were students aged 17-18 years. The dependent variables were regular moderate to vigorous physical activity (MVPA) and overall physical activity measured by the short version of International Physical Activity Questionnaire and defined as 60 min or more of daily physical activity. The independent variables included family, neighborhood, and high school social capital. Other study covariates included: socio-economic status, self-rated health, psychological distress and nutritional status. The associations between physical activity and social capital variables were assessed separately for boys and girls through multiple logistic regression and inverse probability weighting in order to correct for missing data bias. A total of 1689 boys and 1739 girls responded to the survey. A higher percentage of boys reported performing regular vigorous and moderate physical activity (59.4%) and overall physical activity (83.4%), comparing with the girls (35.4% and 70%, respectively). For boys, high family social capital and high informal social control were associated with increased odds of regular MVPA (1.49, 95%CI: 1.18 - 1.90 and 1.26, 95%CI: 1.02 - 1.56, respectively), compared to those with low social capital. For girls, high informal social control was associated with regular overall physical activity (OR 1.38, 95% CI: 1.09 - 1.76). High social capital is associated with regular MVPA in boys and regular overall activity in girls. Intervention and policies that leverage community social capital might serve as an avenue for promotion of physical activity in youth. Copyright © 2016 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.
Devries, Karen; Kuper, Hannah; Knight, Louise; Allen, Elizabeth; Kyegombe, Nambusi; Banks, Lena Morgon; Kelly, Susan; Naker, Dipak
We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11-14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26-.65]), students with some functional difficulties (aOR = .36, 95% CI .21-.63), and students with disabilities (aOR = .29, 95% CI .14-.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
Nuclear physics research is fundamental to our understanding of the visible universe and at the same time intertwined with our daily life. Nuclear physics studies the origin and structure of the atomic nuclei in terms of their basic constituents, the quarks and gluons. Atoms and molecules would not exist without underlying quark-gluon interactions, which build nearly all the mass of the visible universe from an assembly of massless gluons and nearly-massless quarks. The study of hadron structure with electromagnetic probes through exclusive and semi-inclusive scattering experiments carried out at the 12 GeV Jefferson Laboratory plays an important role in this effort. In particular, planned precision measurements of pion and kaon form factors and longitudinal-transverse separated deep exclusive pion and kaon electroproduction cross sections to the highest momentum transfers achievable play an important role in understanding hadron structure and masses and provide essential constraints for 3D hadron imaging. While a growing fraction of nuclear physics research is carried out at large international laboratories, individual university research groups play critical roles in the success of that research. These include data analysis projects and the development of state-of-the-art instrumentation demanded by increasingly sophisticated experiments. These efforts are empowered by the creativity of university faculty, staff, postdocs, and provide students with unique hands-on experience. As an example, an aerogel Cherenkov detector enabling strangeness physics research in Hall C at Jefferson Lab was constructed at the Catholic University of America with the help of 16 undergraduate and high school students. The ''Conference Experience for Undergraduates'' (CEU) provides a venue for these students who have conducted research in nuclear physics. This presentation will present the experiences of one of the participants in the first years of the CEU, her current research program
Science, Technology, Engineering, and Mathematics (STEM) fields are critical for meeting ever-increasing demands in the U.S. for STEM and related skills, and for ensuring the global competitiveness of the United States in technological advancement and scientific innovation. Nonetheless, few U.S. students consider a STEM degree after high school and fewer STEM students end up graduating with a STEM degree. In 2012, the United States ranked 35th in math and 27th in science out of 64 participating countries in the Program for International Student Assessment (PISA), sponsored by the Organization for Economic Cooperation and Development (OECD). Considering the significant role physics and engineering play in technological advancement, this work investigates the attitudes of students and recent enrollment trends in these important subject areas.
Students in England and Wales wishing to read for a physics-based degree will, in all but the more exceptional situations, be required to follow the two-year GCE Advanced-level physics course. This course includes, in its mandatory core, material that addresses the topic of `quantum phenomena'. Over the years journals such as this have published teaching strategies, for example Lawrence (1996), but few studies addressing what students understand of quantum phenomena can be found. This paper aims to address just this problem.
A new approach to physics education for liberal arts students was performed in a Japanese university. The Advancing Physics, a modern textbook developed by the Institute of Physics, was employed as the base of this approach. The textbook includes a variety of modern topics about science and technology with beautiful pictures, while the use of math is kept to a minimum. From results of the questionnaire after one-semester lectures, it turned out that students' interest in science and technology rose substantially. On the other hand, there were some difficulties in lecturing, mathematical techniques in particular, which should be modified by the next trial. This result is an indication of a potential of the Advancing Physics for liberal arts education.
We give a qualitative analysis based on the interaction with students from different communities that how the social and cultural values can deeply affect the young population and their priorities in life. Also the educational strategies and teaching methods have to be changed according to the demographic situations and the needs of corresponding students. Most of the known facts in this regard are accepted as realities however, some further modifications are still required and some of them have to be taken back to fulfil the requirements of the individual subjects. We specially focus on physics students and describe about their requirements based on their background.
White, Gary; Sikorski, Tiffany-Rose; Landay, Justin
We report on the initial phases of a study of three particular metacognitive gimmicks that upper-level physics students can use as a tool in their problem-solving kit, namely: checking units for consistency, discerning whether limiting cases match physical intuition, and computing numerical values for reasonable-ness. Students in a one semester Griffiths electromagnetism course at a small private urban university campus are asked to respond to explicit prompts that encourage adopting these three methods for checking answers to physics problems, especially those problems for which an algebraic expression is part of the final answer. We explore how, and to what extent, these students adopt these gimmicks, as well as the time development of their use. While the term ``gimmick'' carries with it some pejorative baggage, we feel it describes the essential nature of the pedagogical idea adequately in that it gets attention, is easy for the students to remember, and represents, albeit perhaps in a surface way, some key ideas about which professional physicists care.
Johari, A. H.; Muslim
Experiential learning model using simple physics kit has been implemented to get a picture of improving attitude toward physics senior high school students on Fluid. This study aims to obtain a description of the increase attitudes toward physics senior high school students. The research method used was quasi experiment with non-equivalent pretest -posttest control group design. Two class of tenth grade were involved in this research 28, 26 students respectively experiment class and control class. Increased Attitude toward physics of senior high school students is calculated using an attitude scale consisting of 18 questions. Based on the experimental class test average of 86.5% with the criteria of almost all students there is an increase and in the control class of 53.75% with the criteria of half students. This result shows that the influence of experiential learning model using simple physics kit can improve attitude toward physics compared to experiential learning without using simple physics kit.
Fu, You; Gao, Zan; Hannon, James; Shultz, Barry; Newton, Maria; Sibthorp, Jim
This study was designed to explore the effects of a health-related physical fitness physical education model on students' physical activity, perceived competence, and enjoyment. 61 students (25 boys, 36 girls; M age = 12.6 yr., SD = 0.6) were assigned to two groups (health-related physical fitness physical education group, and traditional physical education group), and participated in one 50-min. weekly basketball class for 6 wk. Students' in-class physical activity was assessed using NL-1000 pedometers. The physical subscale of the Perceived Competence Scale for Children was employed to assess perceived competence, and children's enjoyment was measured using the Sport Enjoyment Scale. The findings suggest that students in the intervention group increased their perceived competence, enjoyment, and physical activity over a 6-wk. intervention, while the comparison group simply increased physical activity over time. Children in the intervention group had significantly greater enjoyment.
Teleman, Adele Anna; de Waure, Chiara; Soffiani, Valentina; Poscia, Andrea; Di Pietro, Maria Luisa
Physical activity, diet plans, the mantainment of a certain Body Mass Index (BMI) and the use of various types of supplementation are common elements in the search for disease prevention, health promotion and well-being. We analyzed the data regarding Italian university students' BMI, dieting behaviour, personal body perception, exercise habits, and use of dietary supplements and of doping substances. 13.7% resulted being underweight, 75.1% was in the normal range, 9.8% was overweight, and 1.4% was obese. 11.0% were on a diet. 25.8% of the students reported never doing any type of physical activity. 0.9% admitted consuming doping substances. The percentage of overweight/obese students increases from 8.8% of the 18-21 year olds to 18.1% of the 25-30 year olds. Similarly, the prevalence of overweight/obesity was 18.5% among male population and 7.5% among the female one. The data deriving from this questionnaire showed that while the majority of university students has a BMI in the normal range, 11.2% of the study population is overweight/obese. Males present a higher risk of being overweight or obese. An important part of the population showed to be sedentary even though data coming from our study are aligned to further evidence. The most important concern arising from the questionnaire is represented by physical inactivity. Indeed, it is necessary to encourage and plan initiatives aimed at promoting physical activity in university students.
Danielsson, Anna T.
This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students' constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to…
Wang, C. K. John; Koh, K. T.; Biddle, Stuart J. H.; Liu, W. C.; Chye, Stefanie
The purpose of this research was to examine physical activity patterns and psychological correlates of physical activity among primary, secondary, and junior college students in Singapore. A sample of 3,333 school students aged 10 to 18 years took part in the study. Results showed that the younger students had significantly higher physical…
Pivko, Susan E; Abbruzzese, Laurel D; Duttaroy, Pragati; Hansen, Ruth L; Ryans, Kathryn
Physical therapy clinical education experiences (CEEs) are difficult to secure, particularly first-level CEEs. Our purpose was to determine 1) what impact student full-time CEEs have on PT clinician productivity and 2) whether there is a productivity difference between first vs final CEEs. Productivity logs, including possible factors impacting productivity, were distributed to clinician-student pairings on first and final CEEs. Two-week baseline data (without a student) were compared to weeks 1 and 6 (with a student) for 31 logs using a 2x4 repeated-measures ANOVA. In a subset of 17 logs for CEEs 8 weeks or longer, a 2x5 repeated-measures ANOVA was performed. There was a significant increase in the number of patients seen and CPT units billed by both levels of CEEs comparing weeks 1 and 6. In the subset of CEEs, 8 weeks or longer, there was a significant increase in the number of patients treated per hour at week 6 and a trend toward a change at week 8 when compared to baseline week A. The factors selected as impacting productivity were census (59%) and staffing (32%). Physical therapy clinician-student pairings showed an overall increase in productivity during both full-time first and final level CEEs.
Podolak, K. R.; Walters, M. J.
All high school students that wish to continue onto college are seeking opportunities to be competitive in the college market. They participate in extra-curricular activities which are seen to foster creativity and the skills necessary to do well in the college environment. In the case of students with an interest in physics, participating in a small scale research project while in high school gives them the hands on experience and ultimately prepares them more for the college experience. SUNY Plattsburgh’s Physics department started a five-week summer program for high school students in 2012. This program has proved not only beneficial for students while in the program, but also as they continue on in their development as scientists/engineers. Independent research, such as that offered by SUNY Plattsburgh’s five-week summer program, offers students a feel and taste of the culture of doing research, and life as a scientist. It is a short-term, risk free way to investigate whether a career in research or a particular scientific field is a good fit.
DiLisi, Gregory A.; Rarick, Richard A.
In this paper we develop materials to address student interest in the Indian Ocean tsunami of December 2004. We discuss the physical characteristics of tsunamis and some of the specific data regarding the 2004 event. Finally, we create an easy-to-make tsunami tank to run simulations in the classroom. The simulations exhibit three dramatic signatures of tsunamis, namely, as a tsunami moves into shallow water its amplitude increases, its wavelength and speed decrease, and its leading edge becomes increasingly steep as if to "break" or "crash." Using our tsunami tank, these realistic features were easy to observe in the classroom and evoked an enthusiastic response from our students.
Davis, Kathryn L.; Wojcik, Janet R.; DeWaele, Christi S.
Introduction: Little is known about the physical fitness, obesity, and physical activity (PA) levels of high school students in physical education classes when comparing racial and gender groups. Purpose: To compare the fitness, obesity, and PA levels of female and male students of different racial groups in 6 high schools in the southeastern…
In present paper, we propose a new diagnostic test to measure students' conceptual knowledge of principles of modern physics topics. Over few decades since born of physics education research (PER), many diagnostic instruments that measure students' conceptual understanding of various topics in physics, the earliest tests developed in PER are Force…
Problem Statement: Student candidates who want to be a Physical Education Teacher in Turkey should take special ability exams of Physical Education and Sports Schools. In this exam, it is required to have a high physical capability apart from a high level of special branch skills. For this reason, the students who pass and start their education at…
Brewer, Lindsey; Barney, David C.; Prusak, Keven A.; Pennington, Todd
Music is an everyday occurrence in a person's life. Music is heard in the workplace, in homes, and in the mall. Music can also be heard as a person exercises. Therefore, the purpose of this study was to examine the effects of music on junior high students (n = 305) step counts and time in activity in junior high school physical education classes.…
Enright, Eimear; O'Sullivan, Mary
The data for this paper were generated during a 3-year, participatory action research project, with 41 female coresearchers and activists ages 15-19 years old, within and beyond the walls of a secondary school. The two questions we sought to answer were (a) what happens when we engage with students to challenge formal physical education curricular…
Bøe, Maria Vetleseter; Henriksen, Ellen Karoline; Angell, Carl
Calls for renewal of physics education include more varied learning activities and increased focus on qualitative understanding and history and philosophy of science (HPS) aspects. We have studied an innovative approach implementing such features in quantum physics in traditional upper secondary physics classrooms in Norway. Data consists of 11…
Menear, Kristi S.; Neumeier, William H.
Many students with autism spectrum disorder (ASD) fall short of the recommended physical activity levels and experience challenges in physical activity and physical education settings. This article reviews factors that can improve the physical activity statistics of students with ASD, outlines the researched benefits of physical activity for…
Kouroupetroglou, Georgios; Kacorri, Hernisa
We present a novel integrated methodology for the development and production of accessible physics and science books from the elementary up to tertiary educational levels. This language independent approach adopts the Design-for-All principles, the available international standards for alternative formats and the Universal Design for Learning (UDL) Guidelines. Moreover it supports both static (embossed and refreshable tactile) and dynamic (based on synthetic speech and other sounds) accessibility. It can produce Tactile Books (Embossed Braille and Tactile Graphics), Digital Talking Books (or Digital Audio Books), Large Print Books as well as Acoustic-Tactile Books for the blind and visually impaired students as well as but for the print-disabled. This methodology has been successfully applied in the case of blind students of the Physics, Mathematics and Informatics Departments in the University of Athens.
Rodriguez, Idaykis; Potvin, Geoff; Kramer, Laird H.
Active-learning approaches to teaching introductory physics have been found to improve student learning and affective gains on short-term outcomes [S. Freeman et al., "Proc. Natl. Acad. Sci. U.S.A. 111," 8410 (2014)]; however, whether or not the benefits of active learning impact women to the same degree as men has been a point of…
Iverson, Heidi Louise
Over the last several decades, the efficacy of the traditional lecture-based instructional model for undergraduate physics courses has been challenged. As a result, a large number of reform-oriented instructional innovations have been developed, enacted, and studied in undergraduate physics courses around the globe---all with the intended purpose of improving student learning. This thesis satisfies the need for a comprehensive synthesis of the effectiveness of these course innovations by analyzing: (1) the types of innovations that have been enacted, (2) the impact of these innovations on student learning, and (3) the common features of effective innovations. An exhaustive literature search for studies published after 1990 on undergraduate physics course innovations yielded 432 articles which were then coded with respect to the characteristics of the innovations used as well as the methodological characteristics of the studies. These codes facilitated a descriptive analysis which characterized the features of the pool of studies. These studies were then meta-analyzed in order to evaluate the effect of innovations on student learning. Finally, a case-study analysis was conducted in order to identify the critical characteristics of effective innovations. Results indicate that most innovations focus on introductory mechanics and use some combination of conceptually oriented tasks, collaborative learning, and technology. The overall effect of course innovations has been positive, but with the caveat that a large number of studies suffer from poor methodological designs and potential threats to validity. In addition, over half of the studies had to be eliminated from the meta-analysis because they did not report the data necessary for an effect size to be calculated. Despite these limitations the results of the meta-analysis indicated that there was one innovation which had particularly high effect sizes---Workshop/Studio Physics---an innovation which involves an
Huang, Terry T.-K.; Harris, Kari Jo; Lee, Rebecca E.; Nazir, Niaman; Born, Wendi; Kaur, Harsohena
The authors surveyed 738 college students aged 18 to 27 years to assess over weight, obesity, dietary habits, and physical activity. They used BMI (body mass index) [greater than or equal to] 25 kg/m[squared] or BMI [greater than or equal to] 85th percentile and BMI [greater than or equal to] 30 kg/m[squared] or BMI [greater than or equal to] 95th…
Bass, Ronald W; Brown, Dale D; Laurson, Kelly R; Coleman, Margaret M
The purpose of this study was to determine whether physical fitness is linked to academic success in middle school students. The FITNESSGRAM test battery assessed students (n = 838) in the five components of health-related fitness. The Illinois Standardized Achievement Test (ISAT) was used to assess academic achievement in reading and math. The largest correlations were seen for aerobic fitness and muscular endurance (ranging from 0.12 to 0.27, all p < 0.05). Boys in the Healthy Fitness Zone (HFZ) for aerobic fitness or muscular endurance were 2.5-3 times more likely to pass their math or reading exams. Girls in the HFZ for aerobic fitness were approximately 2-4 times as likely to meet or exceed reading and math test standards. Aerobic capacity and muscular endurance seem to positively affect academic achievement in middle school students. ©2013 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.
de la Garza, Jorge; Alarcon, Hugo
Considering the benefits of modeling instruction in improving conceptual learning while students work more like scientists, an implementation was made in an introductory Physics course in a Mexican University. Recently Brewe, Kramer and O'Brien have observed positive attitudinal shifts using modeling instruction in a course with a reduced number of students. These results are opposite to previous observations with methodologies that promote active learning. Inspired in those results, the Colorado Learning Attitudes about Science Survey (CLASS) was applied as pre and post tests in two Mechanics courses with modeling. In comparison to the different categories of the CLASS, significant positive shifts have been determined in Overall, Sophistication in Problem Solving, and Applied Conceptual Understanding in a sample of 44 students.
Rodrigues, Elizângela Sofia Ribeiro; Cheik, Nadia Carla; Mayer, Anamaria Fleig
To evaluate the level of physical activity in undergraduate students and to investigate its potential association with smoking. A cross-sectional study with a stratified sample proportional to the total number of students was carried out in Gurupi, Central-West Brazil, in 2005. The sample comprised 871 subjects. The IPAQ-8 short version was applied to assess the level of physical activity. Smoking status was evaluated by a modified World Health Organization (WHO) questionnaire and the magnitude of smokers' nicotine dependence was quantified using the Fagerström nicotine dependence scale. The frequencies, prevalences and prevalence ratios were determined by Yates' chi-square test or Fisher's exact test in the entire sample and stratified by area, course, shift and gender, with a 5% statistical significance level. Mean age was 25 years old (SD+/-8) and mean age at first smoking experience was 17 years old (SD+/-4). The prevalence of physical inactivity and smoking was 29.9% and 7.2%, respectively. The overall prevalence of sedentary smokers and non-smokers was 8.5%, and 91.5%, respectively, but the difference was not statistically significant. A higher prevalence of smoking and physical inactivity was found in those over 25 (48.6%, p <0.05). Nicotine dependence was "very low" in most subjects (68.2%, p <0.05). Smoking was more prevalent in males (10.8%, p <0.05) and the level of physical inactivity was not different in both males and females (p >0.05). Physical inactivity was seen on both smokers and non-smokers in the same proportion and no association was found between these two variables. Low prevalences of physical inactivity and smoking found in the study may be explained by available ongoing preventive and education programs, which should be implemented in the long run.
Stanek, Justin; Rogers, Katherine; Anderson, Jordan
Context: Researchers have examined the physical activity (PA) habits of certified athletic trainers; however, none have looked specifically at athletic training students. Objective: To assess PA participation and constraints to participation among athletic training students. Design: Cross-sectional study. Setting: Entry-level athletic training education programs (undergraduate and graduate) across the United States. Patients or Other Participants: Participants were 1125 entry-level athletic training students. Main Outcome Measure(s): Self-reported PA participation, including a calculated PA index based on a typical week. Leisure constraints and demographic data were also collected. Results: Only 22.8% (252/1105) of athletic training students were meeting the American College of Sports Medicine recommendations for PA through moderate-intensity cardiorespiratory exercise. Although 52.3% (580/1105) were meeting the recommendations through vigorous-intensity cardiorespiratory exercise, 60.5% (681/1125) were meeting the recommendations based on the combined total of moderate or vigorous cardiorespiratory exercise. In addition, 57.2% (643/1125) of respondents met the recommendations for resistance exercise. Exercise habits of athletic training students appear to be better than the national average and similar to those of practicing athletic trainers. Students reported structural constraints such as lack of time due to work or studies as the most significant barrier to exercise participation. Conclusions: Athletic training students experienced similar constraints to PA participation as practicing athletic trainers, and these constraints appeared to influence their exercise participation during their entry-level education. Athletic training students may benefit from a greater emphasis on work-life balance during their entry-level education to promote better health and fitness habits. PMID:25689560
Stanek, Justin; Rogers, Katherine; Anderson, Jordan
Researchers have examined the physical activity (PA) habits of certified athletic trainers; however, none have looked specifically at athletic training students. To assess PA participation and constraints to participation among athletic training students. Cross-sectional study. Entry-level athletic training education programs (undergraduate and graduate) across the United States. Participants were 1125 entry-level athletic training students. Self-reported PA participation, including a calculated PA index based on a typical week. Leisure constraints and demographic data were also collected. Only 22.8% (252/1105) of athletic training students were meeting the American College of Sports Medicine recommendations for PA through moderate-intensity cardiorespiratory exercise. Although 52.3% (580/1105) were meeting the recommendations through vigorous-intensity cardiorespiratory exercise, 60.5% (681/1125) were meeting the recommendations based on the combined total of moderate or vigorous cardiorespiratory exercise. In addition, 57.2% (643/1125) of respondents met the recommendations for resistance exercise. Exercise habits of athletic training students appear to be better than the national average and similar to those of practicing athletic trainers. Students reported structural constraints such as lack of time due to work or studies as the most significant barrier to exercise participation. Athletic training students experienced similar constraints to PA participation as practicing athletic trainers, and these constraints appeared to influence their exercise participation during their entry-level education. Athletic training students may benefit from a greater emphasis on work-life balance during their entry-level education to promote better health and fitness habits.
Tawney, D. A.
Outlines the aims of practical work by students through investigations and projects. Provides a list of sources found useful as experimental guides, ideas for projects, and background information for A level Nuffield physics. (GS)
Fals Martínez, Juntzo; González Martínez, Farith; Orozco Páez, Jennifer; Correal Castillo, Sandra Patricia; Pernett Gómez, Cindy Vanessa
To describe the musculoskeletal disorders and association with physical and environmental in students of Dentistry. Cross sectional study. Simple random sampling was conducted obtaining a proportional sample of 182 students per semester. Collecting information from physical and environmental exposures related to different clinical practice and this was assessed by a structured survey questionnaire type. The valuation muscle was performed by visual analysis with Scan-test. To assess factors related to working position, the instrument was used RULA. For the analysis of the association were used odds ratios with confidence intervals of 95%. For the multivariate analysis using logistic regression. 58.2% of students had pain tenderness in upper trapezius and 45.6% in area cervical. Lateral movements in the cervical found pain in 35.7%, with the bending cervical 35.1% related to all these factors own dental practice and not to other factors external. The onset of muscle pain in this population is influenced by multiple variables, most of them, related to dental practice of students to interact with each other can trigger symptoms at neck and back.
Rodriguez, Idaykis; Potvin, Geoff; Kramer, Laird H.
[This paper is part of the Focused Collection on Gender in Physics.] Active-learning approaches to teaching introductory physics have been found to improve student learning and affective gains on short-term outcomes [S. Freeman et al., Proc. Natl. Acad. Sci. U.S.A. 111, 8410 (2014)]; however, whether or not the benefits of active learning impact women to the same degree as men has been a point of concern [A. Madsen, S. B. McKagan, and E. C. Sayre, Phys. Rev. ST Phys. Educ. Res. 9, 020121 (2013)]. Further, the long-term impacts of active-learning experiences are also understudied. At Florida International University, a Hispanic-majority institution, we have implemented Modeling Instruction (MI) and the Integrated Science Learning Environment (ISLE) in introductory physics classes for the past decade. In this empirical paper, we report on a longitudinal investigation of student performance and persistence in upper level physics courses after having previously experienced MI or ISLE in their introductory physics courses, and disaggregate students by gender. Using survival analysis methods, we find women who declare physics as a major are more likely than men to graduate with a physics degree. Women are also just as likely as men to pass through the upper division courses, with the highest failure risk for both men and women occurring in the first semester of upper-division course taking. These results reinforce the need to expand considerations of performance outcomes to be longitudinal to measure the effectiveness of the entire physics experience.
Awadalla, N J; Aboelyazed, A E; Hassanein, M A; Khalil, S N; Aftab, R; Gaballa, I I; Mahfouz, A A
Physical inactivity is a public health problem in Saudi Arabia. A cross-sectional study was carried out to evaluate the pattern of physical activity, predictors of physical inactivity and perceived barriers to physical activity among health college students in King Khalid University. A total of 1257 students (426 males and 831 females) were recruited. The Arabic short form of the International Physical Activity Questionnaire was used. Overall, 58.0% of the students were physically inactive. Only 13.4% of the students performed vigorous physical activity, 14.8% moderate-intensity physical activity and 29.9% walking activities which met World Health Organization criteria of health-enhancing physical activities. The prevalence of inactive leisure time was 47.5%. The independent predictors of physical inactivity were non-membership of sports clubs and being a medical student. The top reported barrier to physical activity among inactive students was time limitations (51.3%). Overcoming perceived barriers may increase physical activity among students.
This study examined traditional instruction and problem-based learning (PBL) approaches to teaching and the extent to which they foster the development of desirable cognitive processes, including metacognition, critical thinking, physical intuition, and problem solving among undergraduate physics students. The study also examined students' approaches to learning and their perceived role as physics students. The research took place in the context of advanced courses of electromagnetism at a Canadian research university. The cognitive science, expertise, physics and science education, instructional psychology, and discourse processes literature provided the framework and background to conceptualize and structure this study. A within-stage mixed-model design was used and a number of instruments, including a survey, observation grids, and problem sets were developed specifically for this study. A special one-week long problem-based learning (PBL) intervention was also designed. Interviews with the instructors participating in the study provided complementary data. Findings include evidence that students in general engage in metacognitive processes in the organization of their personal study time. However, this potential, including the development of other cognitive processes, might not be stimulated as much as it could in the traditional lecture instructional context. The PBL approach was deemed as more empowering for the students. An unexpected finding came from the realisation that a simple exposure to a structured exercise of problem-solving (pre-test) was sufficient to produce superior planning and solving strategies on a second exposure (post-test) even for the students who had not been exposed to any special treatment. Maturation was ruled out as a potential threat to the validity of this finding. Another promising finding appears to be that the problem-based learning (PBL) intervention tends to foster the development of cognitive competencies, particularly
Huxford, Rachael; Ridge, Mathew; Overduin, James; Selway, Jim
The cartoon universe is governed by laws that differ radically from those in the real world, but also mirror some of our preconceptions of how the world ``should'' work. We all know that Wile E. Coyote will never be able to catch the Roadrunner with a fan attached to a sailboard, or an outboard motor submerged in a pail of water--but why, exactly? Can we attach some numbers to this knowledge? We have designed some classroom demonstrations accompanied by personal-response-type questions that use classic cartoon clips to challenge student thinking in introductory courses, prompting them to rediscover the truths of physics for themselves. We extend this idea to intermediate-level modern physics, showing that some phenomena in the cartoon universe can be reconciled with standard physics if the values of fundamental constants such as c , G and h differ radically from those in the real world. Such an approach can both heighten student interest and deepen understanding in various physics topics.
Montuno, Eli; Davidson, Alex; Iwasaki, Karen; Jones, Susan; Martin, Jay; Brooks, Dina; Gibson, Barbara E.
ABSTRACT Purpose: To examine academically dishonest behaviours based on physical therapy (PT) students' current practices and educators' prior behaviours as PT students. Method: A Web-based questionnaire was sent to 174 students and 250 educators from the PT programme at the University of Toronto. The questionnaire gathered data on demographics as well as on the prevalence of, seriousness of, and contributing factors to academic dishonesty (AD). Results: In all, 52.4% of educators and 44.3% of students responded to the questionnaire over a 6-week data-collection period. Scenarios rated the most serious were the least frequently performed by educators and students. The impact of generation on attitudes and prevalence of AD was not significant. The factors most commonly reported as contributing to AD were school-related pressure, disagreement with evaluation methods, and the perception that “everyone else does it.” Conclusion: This study parallels the findings of similar research conducted in other health care programmes: AD does occur within the PT curriculum. AD was more prevalent in situations associated with helping peers than in those associated with personal gain. The consistency in behaviours reported across generations suggests that some forms of cheating are accepted as the social norm and may be a function of the environment. PMID:23729959
Huggett, Daniel; Jeandron, Michael; Maddox, Larry; Yoshida, Sanichiro
In an effort to give high school students experience in real world science applications, we have partnered with Loranger High School in Loranger, LA to mentor 9 senior physics students in radio frequency electromagnetic detection. The effort consists of two projects: Mapping of 60 Hz noise around the Laser Interferometer Gravitational Wave Observatory (LIGO), and the construction of a 20 MHz radio telescope for observations of the Sun and Jupiter (Radio Jove, NASA). The results of the LIGO mapping will aid in strategies to reduce the 60 Hz line noise in the LIGO noise spectrum. The Radio Jove project will introduce students to the field of radio astronomy and give them better insight into the dynamic nature of large solar system objects. Both groups will work together in the early stages as they learn the basics of electromagnetic transmission and detection. The groups will document and report their progress regularly. The students will work under the supervision of three undergraduate mentors. Our program is designed to give them theoretical and practical knowledge in radiation and electronics. The students will learn how to design and test receiver in the lab and field settings.
Lock, Robynne M.; Hazari, Zahra
Despite the fact that approximately half of high school physics students are female, only 21% of physics bachelor's degrees are awarded to women. In a previous study, drawn from a national survey of college students in introductory English courses, five factors commonly proposed to positively impact female students' choice of a physical science…
The aim of the study is to find the correlation that exists between physical activity level and grade point averages of faculty of education students. The subjects consist of 359 (172 females and 187 males) under graduate students To determine the physical activity levels of the students in this research, International Physical Activity…
Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry
When visually impaired students attend regular high school, additional materials are necessary to help them understand physics concepts. The time for teachers to develop teaching materials for such students is scarce. Visually impaired students in regular high school physics classes often use a braille version of the physics textbook. Previously,…
Westbrook, Susan L.
Compares the conceptual organization of students in an integrated algebra and physical science class (SAM 9) with that of students in a discipline-specific physical science class (PSO). Analysis of students' concept maps indicates that the SAM9 students used a greater number of procedural linkages to connect mathematics and science concepts than…
This study argues that student-centred methods in the teaching of physics can be beneficial for students' enculturation into the discipline and into a physicist's profession. Interviews conducted with academics and students from six master degrees in physics in three different European countries suggest that student-driven classroom activities,…
Reviews Website: Online Graphing Calculator Video Clip: Learning From the News Phone App: Graphing Calculator Book: Challenge and Change: A History of the Nuffield A-Level Physics Project Book: SEP Sound Book: Reinventing Schools, Reforming Teaching Book: Physics and Technology for Future Presidents iPhone App: iSeismometer Web Watch
WE RECOMMEND Online Graphing Calculator Calculator plots online graphs Challenge and Change: A History of the Nuffield A-Level Physics Project Book delves deep into the history of Nuffield physics SEP Sound Booklet has ideas for teaching sound but lacks some basics Reinventing Schools, Reforming Teaching Fascinating book shows how politics impacts on the classroom Physics and Technology for Future Presidents A great book for teaching physics for the modern world iSeismometer iPhone app teaches students about seismic waves WORTH A LOOK Teachers TV Video Clip Lesson plan uses video clip to explore new galaxies Graphing Calculator App A phone app that handles formulae and graphs WEB WATCH Physics.org competition finds the best websites
Manhart, Michael; Knapen, Simon
As demand grows for education in STEM fields, there is an increasing need for Ph.D. physicists with a strong aptitude for and commitment to teaching. Development of these skills begins in graduate school, where most physicists are first exposed to teaching as TAs to undergraduate courses. The TA experience thus has considerable impact on the development of their teaching skills. Unfortunately, many graduate programs do not provide detailed training to their TAs. However, if departments hope to produce physicists who are also outstanding educators, they must create a culture of excellence in teaching that includes adequate training and incentives to excel for their graduate student TAs. As current Ph.D. students in the Department of Physics and Astronomy at Rutgers University, we have designed and implemented a TA training program to achieve these goals. Our program, Developing Educational Leaders among TAs in Physics (DELTA P), is aimed at new physics TAs and consists of an intensive orientation followed by 10 weekly seminars during the semester. The orientation focuses on the essential practical issues relevant to TAs before they first step in the classroom, while the seminars delve into more specialized topics, ranging from motivating non-majors to physics education research. Students who complete the program are given an official credential by the department to certify their training. After two years DELTA P has begun to effect positive changes to our department's TA experience, and we believe DELTA P serves as a useful model for other departments. In this talk, we will present our program and hope to engage in an interactive discussion with the audience about these issues.
Campbell-Stone, E. A.; Myers, J. D.
Exacting excellence equally from university students around the globe can be accomplished by providing all students with necessary background tools to achieve mastery of their courses, even if those tools are not part of normal content. As instructors we hope to see our students grasp the substance of our courses, make mental connections between course material and practical applications, and use this knowledge to make informed decisions as citizens. Yet many educators have found that students enter university-level introductory courses in mathematics, science and engineering without adequate academic preparation. As part of a FIPSE-funded project at the University of Wyoming, the instructors of the Physical Geology course have taken a new approach to tackling the problem of lack of scientific/mathematic skills in incoming students. Instead of assuming that students should already know or will learn these skills on their own, they assess students' needs and provide them the opportunity to master scientific literacies as they learn geologic content. In the introductory geology course, instructors identified two categories of literacies, or basic skills that are necessary for academic success and citizen participation. Fundamental literacies include performing simple quantitative calculations, making qualitative assessments, and reading and analyzing tables and graphs. Technical literacies are those specific to understanding geology, and comprise the ability to read maps, visualize changes through time, and conceptualize in three dimensions. Because these skills are most easily taught in lab, the in-house lab manual was rewritten to be both literacy- and content-based. Early labs include simple exercises addressing literacies in the context of geological science, and each subsequent lab repeats exposure to literacies, but at increasing levels of difficulty. Resources available to assist students with literacy mastery include individual instruction, a detailed
Village, Andrew; Francis, Leslie J.
This article reports on the development of scales for measuring moral values in three domains: anti-social behaviour, sex and relationships, and substance use. Students studying religion at A level in 25 schools were invited to respond to 32 Likert items that referred to a wide range of moral issues and behaviours, employing a 5-point response…
Kolecki, Joseph C.
Tensor analysis is the type of subject that can make even the best of students shudder. My own post-graduate instructor in the subject took away much of the fear by speaking of an implicit rhythm in the peculiar notation traditionally used, and helped us to see how this rhythm plays its way throughout the various formalisms. Prior to taking that class, I had spent many years "playing" on my own with tensors. I found the going to be tremendously difficult but was able, over time, to back out some physical and geometrical considerations that helped to make the subject a little more transparent. Today, it is sometimes hard not to think in terms of tensors and their associated concepts. This article, prompted and greatly enhanced by Marlos Jacob, whom I've met only by e-mail, is an attempt to record those early notions concerning tensors. It is intended to serve as a bridge from the point where most undergraduate students "leave off" in their studies of mathematics to the place where most texts on tensor analysis begin. A basic knowledge of vectors, matrices, and physics is assumed. A semi-intuitive approach to those notions underlying tensor analysis is given via scalars, vectors, dyads, triads, and higher vector products. The reader must be prepared to do some mathematics and to think. For those students who wish to go beyond this humble start, I can only recommend my professor's wisdom: find the rhythm in the mathematics and you will fare pretty well.
Jackson, Ben; Whipp, Peter R; Chua, K L Peter; Dimmock, James A; Hagger, Martin S
Within instructional settings, individuals form relational efficacy appraisals that complement their self-efficacy beliefs. In high school physical education (PE), for instance, students develop a level of confidence in their teacher's capabilities, as well as estimating how confident they think their teacher is in their (i.e., the students') ability. Grounded in existing transcontextual work, we examined the motivational pathways through which students' relational efficacy and self-efficacy beliefs in PE were predictive of their leisure-time physical activity. Singaporean students (N = 990; age M = 13.95, SD = 1.02) completed instruments assessing efficacy beliefs, perceptions of teacher relatedness support, and autonomous motivation toward PE, and 2 weeks later they reported their motivation toward, and engagement in, leisure-time physical activity. Structural equation modeling revealed that students reported stronger other-efficacy and RISE beliefs when they felt that their teacher created a highly relatedness-supportive environment. In turn, their relational efficacy beliefs (a) supported their confidence in their own ability, (b) directly and indirectly predicted more autonomous motives for participation in PE, and (c) displayed prospective transcontextual effects in relation to leisure-time variables. By emphasizing the adaptive motivational effects associated with the tripartite constructs, these findings highlight novel pathways linking students' efficacy perceptions with leisure-time outcomes.
Most physics instructors are motivated by a genuine interest in their subject area and in using physics to understand real-world phenomena. While many premedical students may share these interests, most are motivated by fulfilling their degree requirements and gaining admittance into medical school. To achieve this latter goal, they need excellent grades and have to do well on the Medical College Admissions Test (MCAT), which includes a physical sciences section that may not coincide with the learning goals of many physics courses. Too often both sides simply give up, and courses come to some kind of unspoken agreement of how to go through the motions of completing the course with the least amount of mutual aggravation, while real physics falls by the wayside. But how exactly does this discrepancy manifest itself, and what—if anything other than giving up—can be done about it? In this paper, I first survey learner beliefs, expectations, and preferences and then attempt to identify approaches and resources that may partly address the identified issues.
Using data collected from a nationally-representative sample of college students, the evaluation of high school physics teachers by their students is examined. Confirming earlier work, student evaluations (of both male and female students) exhibit bias with respect to the gender of their teacher. Pedagogical practices that impact student evaluations are explored, but these factors do not change the gender bias effect. We also consider how this evaluative bias is affected by students' career intentions. Grouping students according to their career intentions (e.g. physics majors, engineering majors, and health/medical science majors) shows that physics and engineering majors exhibit this bias to the same extent as the general population, but health/medical science majors exhibit a bias with nearly twice the size as average. The implications of this research for our understanding of physics culture regarding stereotypes and students' gendered expectations of teacher behavior is discussed.
D'Abundo, Michelle Lee; Sidman, Cara L.; Fiala, Kelly A.
The purpose of this study was to provide a baseline assessment of sitting behaviors and physical activity among college students in a physical activity and wellness course. The International Physical Activity Questionnaire (IPAQ) was used to measure the physical activity and sitting behaviors of college students. Independent t-tests and ANOVAs…
Balta, Nuri; Mason, Andrew J.; Singh, Chandralekha
Students' attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS) survey suggests that there are major differences between students in introductory physics and…
West, Emily Lincoln Ashbaugh
Prior research across hundreds for introductory physics courses has demonstrated that traditional physics instruction does not generally lead to students learning physics concepts in a meaningful way, but that interactive-engagement physics courses do sometimes promote a great deal more student learning. In this work I analyze a reform effort in a…
To many students, introductory physics must seem a fast-moving parade of abstract and somewhat mysterious quantities. Most such quantities are rooted in proportional reasoning. Using ratio, physicists construct the force experienced by a unit charge, and attach the name electric field, or characterize a motion with the velocity change that occurs in a unit time. While physicists reason about these ratios without conscious effort, students tend to resort to memorized algorithms, and at times struggle to match the appropriate algorithm to the situation encountered. Although the term ``proportional reasoning'' is prevalent, skill in reasoning with these ratio quantities is neither acquired nor applied as a single cognitive entity. Expert ability seems to be characterized by the intentional use of a variety of components, or elements of proportional reasoning, by a fluency in shifting from one component to another, and by a skill in selecting from among these components. Based on this perspective, it is natural to expect students to develop proportional reasoning ability in fits and starts as various facets are acquired and integrated into existing understandings. In an ongoing collaboration between Western Washington University, New Mexico State University, and Rutgers, we are attempting to map the rich cognitive terrain of proportional reasoning, and to use our findings to guide the design of instruction that develops fluency. This talk will present a provisional set of proportional reasoning components, along with research tasks that have been developed to measure student ability along these components. Student responses will be presented as evidence of specific modes of thinking. The talk will conclude with a brief outline of our approach to improving student understanding.
Opitz, S. T.; Neumann, K.; Bernholt, S.; Harms, U.
Energy is considered both as a disciplinary core idea and as a concept cutting across science disciplines. Most previous approaches studied progressing energy understanding in specific disciplinary contexts, while disregarding the relation of understanding across them. Hence, this study provides a systematic analysis of cross-disciplinary energy learning. On the basis of a cross-sectional study with n = 742 students from grades 6, 8, and 10, we analyze students' progression in understanding energy across biology, chemistry, and physics contexts. The study is guided by three hypothetical scenarios that describe how the connection between energy understanding in the three disciplinary contexts changes across grade levels. These scenarios are compared using confirmatory factor analysis (CFA). The results suggest that, from grade 6 to grade 10, energy understanding in the three disciplinary contexts is highly interrelated, thus indicating a parallel progression of energy understanding in the three disciplinary contexts. In our study, students from grade 6 onwards appeared to have few problems to apply one energy understanding across the three disciplinary contexts. These findings were unexpected, as previous research concluded that students likely face difficulties in connecting energy learning across disciplinary boundaries. Potential reasons for these results and the characteristics of the observed cross-disciplinary energy understanding are discussed in the light of earlier findings and implications for future research, and the teaching of energy as a core idea and a crosscutting concept are addressed.
Huberth, Madeline; Chen, Patricia; Tritz, Jared; McKay, Timothy A
Large introductory courses are at a disadvantage in providing personalized guidance and advice for students during the semester. We introduce E2Coach (an Expert Electronic Coaching system), which allows instructors to personalize their communication with thousands of students. We describe the E2Coach system, the nature of the personalized support it provides, and the features of the students who did (and did not) opt-in to using it during the first three terms of its use in four introductory physics courses at the University of Michigan. Defining a 'better-than-expected' measure of performance, we compare outcomes for students who used E2Coach to those who did not. We found that moderate and high E2Coach usage was associated with improved performance. This performance boost was prominent among high users, who improved by 0.18 letter grades on average when compared to nonusers with similar incoming GPAs. This improvement in performance was comparable across both genders. E2Coach represents one way to use technology to personalize education at scale, contributing to the move towards individualized learning that is becoming more attainable in the 21st century.
Huberth, Madeline; Chen, Patricia; Tritz, Jared; McKay, Timothy A.
Large introductory courses are at a disadvantage in providing personalized guidance and advice for students during the semester. We introduce E2Coach (an Expert Electronic Coaching system), which allows instructors to personalize their communication with thousands of students. We describe the E2Coach system, the nature of the personalized support it provides, and the features of the students who did (and did not) opt-in to using it during the first three terms of its use in four introductory physics courses at the University of Michigan. Defining a ‘better-than-expected’ measure of performance, we compare outcomes for students who used E2Coach to those who did not. We found that moderate and high E2Coach usage was associated with improved performance. This performance boost was prominent among high users, who improved by 0.18 letter grades on average when compared to nonusers with similar incoming GPAs. This improvement in performance was comparable across both genders. E2Coach represents one way to use technology to personalize education at scale, contributing to the move towards individualized learning that is becoming more attainable in the 21st century. PMID:26352403
Van Dusen, Ben; Barthelemy, Ramón S.; Henderson, Charles
Physics education research (PER) is a rapidly growing area of PhD specialization. In this article we examine the trajectories that led respondents into a PER graduate program as well as their expected future trajectories. Data were collected in the form of an online survey sent to graduate students in PER. Our findings show a lack of visibility of PER as a field of study, a dominance of work at the undergraduate level, and a mismatch of future desires and expectations. We suggest that greater exposure is needed so PER is known as a field of inquiry for graduates, that more emphasis should be placed on research beyond the undergraduate level, and that there needs to be stronger communication to graduate students about potential careers.
Multiple scales reflecting student effort were developed using factor and scale analysis on data from an introductory physics course. This data included interactions with an on-line homework system. One of the scales displays many characteristics of a metric of the individual level of engagement in the course. This scale is shown to be a good predictor of performance on class exams and the Force Concept Inventory (FCI). Furthermore, normalized learning gains on the FCI are well predicted by this scale while pre-instructional FCI scores provide no additional predictive ability, agreeing with observations by Richard Hake. This scale also correlates strongly with epistemological beliefs that learning is related to effort and is the responsibility of the student. The factors that enter into this scale, writing and mastering expert-like problem-solving, are consistent with this being a measure of individual levels of class engagement.
Wilkinson, Carol; Prusak, Keven
The purpose of this study was to assess differences in self-regulation of attitudes towards engaging in exercise and eating a healthy diet between physical education teacher education (PETE) students and general education (GE) students, and between male students and female students. Participants were university students (n = 194) at a university…
Hodges, Michael; Wicke, Jason; Flores-Marti, Ismael
Many have examined game-based instructional models, though few have examined the effects of the Tactical Games Model (TGM) on secondary-aged students. Therefore, this study examined the effects TGM has on secondary students' physical activity (PA) and gameplay performance (GPP) in three secondary schools. Physical education teachers (N = 3) were…
Barkoukis, V; Taylor, I; Chanal, J; Ntoumanis, N
Enhancing students' academic engagement is the key element of the educational process; hence, research in this area has focused on understanding the mechanisms that can lead to increased academic engagement. The present study investigated the relation between motivation and grades in physical education (PE) employing a 3-year longitudinal design. Three hundred fifty-four Greek high school students participated in the study. Students completed measures of motivation to participate in PE on six occasions; namely, at the start and the end of the school year in the first, second, and third year of junior high school. Students' PE grades were also recorded at these time points. The results of the multilevel growth models indicated that students' PE grades increased over the 3 years and students had better PE grades at the end of each year than at the beginning of the subsequent year. In general, students and classes with higher levels of controlling motivation achieved lower PE grades, whereas higher levels of autonomous motivation were associated with higher PE grades. These findings provide new insight on the associations between class- and individual-level motivation with objectively assessed achievement in PE. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Kay, Alison E.; Hardy, Judy; Galloway, Ross K.
PeerWise is an online application where students are encouraged to generate a bank of multiple choice questions for their classmates to answer. After answering a question, students can provide feedback to the question author about the quality of the question and the question author can respond to this. Student use of, and attitudes to, this online community within PeerWise was investigated in two large first year undergraduate physics courses, across three academic years, to explore how students interact with the system and the extent to which they believe PeerWise to be useful to their learning. Most students recognized that there is value in engaging with PeerWise, and many students engaged deeply with the system, thinking critically about the quality of their submissions and reflecting on feedback provided to them. Students also valued the breadth of topics and level of difficulty offered by the questions, recognized the revision benefits afforded by the resource, and were often willing to contribute to the community by providing additional explanations and engaging in discussion.
Sands, Catherine J. MacMillan
The booklet describes approaches to teaching learning disabled students introductory physical anthropology, as related by a professor involved in the Higher Education for Learning Disabled Students (HELDS) program. The author suggests ways to identify LD students through observation of short attention span, restlessness, and marked discrepancies…
This paper reports the results of an exploratory study aimed to determine university students' expectations and beliefs in a problem-based introductory physics course, how those expectations compare to that of students in other universities, and change as a result of one semester of instruction. In total, 264 freshmen engineering students of Dokuz…
Daly, Anthony L.; Baird, Jo-Anne; Chamberlain, Suzanne; Meadows, Michelle
This paper describes an exploration into a reform of the A-level qualification in England in 2008; namely, the introduction of the "stretch and challenge" policy. This policy was initiated by the exams regulator and determined that exam papers should be redesigned to encourage the application of higher order thinking skills, both in the…
Langbeheim, Elon; Safran, Samuel A.; Livne, Shelly; Yerushalmi, Edit
We analyze the development in students’ understanding of fundamental principles in the context of learning a current interdisciplinary research topic—soft matter—that was adapted to the level of high school students. The topic was introduced in a program for interested 11th grade high school students majoring in chemistry and/or physics, in an off-school setting. Soft matter was presented in a gradual increase in the degree of complexity of the phenomena as well as in the level of the quantitative analysis. We describe the evolution in students’ use of fundamental thermodynamics principles to reason about phase separation—a phenomenon that is ubiquitous in soft matter. In particular, we examine the impact of the use of free energy analysis, a common approach in soft matter, on the understanding of the fundamental principles of thermodynamics. The study used diagnostic questions and classroom observations to gauge the student’s learning. In order to gain insight on the aspects that shape the understanding of the basic principles, we focus on the responses and explanations of two case-study students who represent two trends of evolution in conceptual understanding in the group. We analyze changes in the two case studies’ management of conceptual resources used in their analysis of phase separation, and suggest how their prior knowledge and epistemological framing (a combination of their personal tendencies and their prior exposure to different learning styles) affect their conceptual evolution. Finally, we propose strategies to improve the instruction of these concepts.
Goossens, L; Verrelst, R; Cardon, G; De Clercq, D
Sports injuries could be highly detrimental to the career of a physical education teacher education (PETE) student. To enable the development of future sports injury prevention programs, sports injuries in 128 first-year academic bachelor PETE students were registered prospectively during one academic year. Common risk factors for sports injuries, taken from the literature, were also evaluated by means of logistic regression analysis. We found an incidence rate of 1.91 and an injury risk of 0.85, which is higher than generally found in a sports-active population. Most injuries involved the lower extremities, were acute, newly occurring injuries, and took place in non-contact situations. More than half of all injuries lead to an inactivity period of 1 week or more and over 80% of all injuries required medical attention. A major part of these injuries happened during the intracurricular sports classes. Few differences were seen between women and men. A history of injury was a significant risk factor (P = 0.018) for the occurrence of injuries, and performance of cooling-down exercises was significantly related to a lower occurrence of ankle injuries (P = 0.031). These data can inform future programs for the prevention of sports injuries in PETE students. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Wilcox, Bethany R.; Lewandowski, H. J.
Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students' interest in, and understanding of, experimental physics. There are a number of possible learning goals for these courses including reinforcing physics concepts, developing…
Burwell, Nequel R.; Wessel, Roger D.; Mulvihill, Thalia
From preschool through high school, accommodation and success, rather than self-advocacy and student development, are the predominant frameworks for students with physical disabilities. Many students with physical disabilities who use wheelchairs are assisted by their family members with daily life activities such as getting out of bed, showering,…
Watson, Fletcher G.
A follow-up study was made, in 1972, for 3,150 students who enrolled in a physics course during the 1967-68 experimental year of Project Physics (PP). An eight-page questionnaire was mailed to the students. The questionnaire included one section on students' biographical information, two sections of items identical to those of 1967-68 devices, and…
Marsh, Louise; Williams, Sheila; McGee, Rob
Previous research has found differences between adults' and students' perceptions of adolescents' aggressive behaviour. This study examines teachers' perceptions of physical aggression among New Zealand secondary school students. A survey assessed teachers' perceptions of problematic behaviour, and physical aggression by students towards teachers.…
Sergentanis, Theodoros N.; Papadodima, Stavroula A.; Evaggelakos, Christos I.; Mytilinaios, Dimitrios G.; Goutas, Nikolaos D.; Spiliopoulou, Chara A.
The reactions of students to forensic dissection encompass psychologico-emotional and physical components. This exploratory study aimed to determine risk factors for students' adverse physical and psychological reactions to forensic dissection. All sixth-year medical students (n = 304) attending the compulsory practical course in forensic medicine…
Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen
This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of…
Physical therapy students are frequently ill-prepared to practice in the dynamic healthcare environment immediately after graduation. Implementing other teaching modalities may help to better prepare physical therapy graduates. Medical student and nursing education have effectively used simulation to help prepare students effectively for clinical…
Marshall, Jilll A.; Castillo, Adam J.; Cardenas, M. Bayani
We investigated the effect of modeling and visualization resources on upper-division, undergraduate and graduate students' performance on an open-ended assessment of their understanding of physical hydrology. The students were enrolled in one of five sections of a physical hydrology course. In two of the sections, students completed homework…
Asikainen, Mervi A.
The study investigated the use of Quantum Physics Conceptual Survey (QPCS) in probing student understanding of quantum physics. Altogether 103 Finnish university students responded to QPCS. The mean scores of the student responses were calculated and the test was evaluated using common five indices: Item difficulty index, Item discrimination…
Isler, Ayse Kin; Asci, F. Hulya; Kosar, S. Nazan
Investigated the relationships of physical activity levels and psychomotor, psychosocial, and cognitive development among Turkish elementary school students. Student evaluations indicated that physical activity level was an important factor in determining student psychomotor development, but it was not important in determining psychosocial and…
Keskin, Özkan; Hergüner, Gülten; Dönmez, Ahmet; Berisha, Milaim; Üçan, Erkan
The aim of this study is to examine the attitudes of primary education students towards physical education courses according to certain variables. 640 students from elementary schools in the city center and several counties of Sakarya participated in the study. In the designating of the students' attitudes towards the physical education courses,…
Nguyen, Dong-Hai; Rebello, N. Sanjay
This study investigates how students understand and apply the area under the curve concept and the integral-area relation in solving introductory physics problems. We interviewed 20 students in the first semester and 15 students from the same cohort in the second semester of a calculus-based physics course sequence on several problems involving…
Amir, Nazir; Subramaniam, R.
An activity to excite kinaesthetically inclined students about learning physics is described in this article. Using only commonly available materials, a low cost candy floss kit is fabricated by students. A number of physics concepts are embedded contextually in the activity so that students get to learn these concepts in a real world setting…
Kapucu, S.; Öçal, M. F.; Simsek, M.
The purposes of this study were (1) to develop a questionnaire measuring high school students' conceptions of the relationship between mathematics and physics, (2) and to determine the students' conceptions of the relationship between mathematics and physics. A total of 718 high school students (343 male, 375 female) participated in this study.…
Deng, Xiaofen; Castelli, Darla; Castro-Pinero, Jose; Guan, Hongwei
This study investigated student physical activity (PA) and body mass index (BMI) in relation to the "Healthy Campus 2010" objectives set by the American College Health Association in 2002. Students (N = 1125) at a U.S. southern state university participated in the study. The percentages of students who were physically active and whose…
Crouch, Catherine H.; Wisittanawat, Panchompoo; Cai, Ming; Renninger, K. Ann
In response to national calls for improved physical sciences education for students pursuing careers in the life sciences and medicine, reformed introductory physics for life sciences (IPLS) courses are being developed. This exploratory study is among the first to assess the effect of an IPLS course on students' attitudes, interest, and performance. The IPLS course studied was the second semester of introductory physics, following a standard first semester course, allowing the outcomes of the same students in a standard course and in an IPLS course to be compared. In the IPLS course, each physics topic was introduced and elaborated in the context of a life science example, and developing students' skills in applying physics to life science situations was an explicitly stated course goal. Items from the Colorado Learning about Science Survey were used to assess change in students' attitudes toward and their interest in physics. Whereas the same students' attitudes declined during the standard first semester course, we found that students' attitudes toward physics hold steady or improve in the IPLS course. In particular, students with low initial interest in physics displayed greater increases in both attitudes and interest during the IPLS course than in the preceding standard course. We also find that in the IPLS course, students' interest in the life science examples is a better predictor of their performance than their pre-IPLS interest in physics. Our work suggests that the life science examples in the IPLS course can support the development of student interest in physics and positively influence their performance.
Danielsson, Anna T.
This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students' constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to their chosen discipline, and nuance the picture of how working-class students relate to higher education by the explicit focus on one disciplinary culture. Working from the perspective of situated learning theory, the interviews with the two male students were analysed for how they negotiated the practice of the physics student laboratory and their own classed and gendered participation in this practice. By drawing on the heterogeneity of the practice of physics the two students were able to use the practical and technological aspects of physics as a gateway into the discipline. However, this is not to say that their participation in physics was completely frictionless. The students were both engaged in a continuous negotiation of how skills they had learned to value in the background may or may not be compatible with the ones they perceived to be valued in the university physicist community.
Bevans, Katherine B; Fitzpatrick, Leslie-Anne; Sanchez, Betty M; Riley, Anne W; Forrest, Christopher
This study was conducted to empirically evaluate specific human, curricular, and material resources that maximize student opportunities for physical activity during physical education (PE) class time. A structure-process-outcome model was proposed to identify the resources that influence the frequency of PE and intensity of physical activity during PE. The proportion of class time devoted to management was evaluated as a potential mediator of the relations between resource availability and student activity levels. Data for this cross-sectional study were collected from interviews conducted with 46 physical educators and the systematic observation of 184 PE sessions in 34 schools. Regression analyses were conducted to test for the main effects of resource availability and the mediating role of class management. Students who attended schools with a low student-to-physical educator ratio had more PE time and engaged in higher levels of physical activity during class time. Access to adequate PE equipment and facilities was positively associated with student activity levels. The availability of a greater number of physical educators per student was found to impact student activity levels by reducing the amount of session time devoted to class management. The identification of structure and process predictors of student activity levels in PE will support the allocation of resources and encourage instructional practices that best support increased student activity levels in the most cost-effective way possible. Implications for PE policies and programs are discussed. © 2010, American School Health Association.
Oon, Pey-Tee; Subramaniam, R.
Asian students often perform well in international science and mathematics assessments. Their attitude toward technical subjects, such as physics, remains curious for many. The present study examines Singapore school students' views on various aspects of physics according to whether they intend to choose physics as an advanced field of study. A sample of 1076 physics students, from 16 secondary schools and junior colleges, participated in this study. The students were categorized as physics choosers or non-choosers according to their indicated intention, as sought in the survey, to study or not to study physics as a major subject at university after their leaving level examinations. Rasch-anchored analysis was employed to interpret the results; the use of Rasch analysis has helped to overcome significantly the psychometric limitations inherent in the treatment of Likert scale type of data using traditional analysis. As expected, the image of physics as a difficult subject surfaced in the samples used in our study. The students recognized unequivocally the utilitarian value of physics: physics is said to enhance career options and is necessary for technological progress to occur in a country. They also showed high interest in school physics-this is so even for students who are not keen to study physics in the future, a finding which is at variance with other studies reported from Western countries. School physics is seen to be relevant, and physics teachers are viewed as being able to foster students' interest in physics. Laboratory work, enrichment activities, and physics textbooks were reported to be important in order to encourage students to like physics. Though the physics choosers showed greater intention in physics, they were generally not inclined to pursue physics-related careers after graduation. Parents and peers at school, on the other hand, are perceived to display unenthusiastic attitudes toward physics. Possible reasons for these are discussed along
Spaid, Mark Randall
This research paper describes the problems in democratizing a high school physics course and the disparate engagement students during class activities that promote scientific inquiry. Results from the Learning Orientation Questionnaire (Martinez, 2000) guide the participant observations and semi-formal interviews. Approximately 60% of the participants self-report a "resistant" or "conforming" approach to learning science; they expect to receive science knowledge from the teacher, and their engagement is influenced by affective and conative factors. These surface learners exhibit second order thinking (Kegan, 1994), do not understand abstract science concepts, and learn best from structured inquiry. To sustain engagement, conforming learners require motivational and instructional discourse from their teacher and peers. Resisting learners do not value learning and do not engage in most science class activities. The "performing" learners are able to deal with abstractions and can see relationships between lessons and activities, but they do not usually self-reflect or think critically (they are between Kegan's second order and third order thinking). They may select a deeper learning strategy if they value the knowledge for a future goal; however, they are oriented toward assessment and rely on the science teacher as an authority. They are influenced by affective and conative factors during structured and guided inquiry-based teaching, and benefit from motivational discourse and sustain engagement if they are interested in the topic. The transforming learners are more independent, self-assessing and self-directed. These students are third order thinkers (Kegan, 1994) who hold a sophisticated epistemology that includes critical thinking and reflection. These students select deep learning strategies without regard to affective and conative factors. They value instructional discourse from the teacher, but prefer less structured inquiry activities. Although specific
Häussler, Peter; Hoffmann, Lore
This article presents three interlinked studies aimed at: (1) developing a curricular frame for physics education; (2) assessing the students' interest in the contents, contexts, and activities that are suggested by that curricular frame; and (3) developing a curriculum that is in line with that frame and measuring its cognitive and emotional effects on students. The curricular frame was developed by adopting the Delphi technique and drawing on the expertise of 73 persons selected according to specified selection criteria. Interest data of some 8000 students and information of the presently taught physics curriculum were sampled longitudinally as well as cross-sectionally in various German Länder (states) by questionnaire. The third study comprised 23 experimental and 7 control classes. As a result of the comparison between the features of the curricular frame, the interest structure of students, and the current physics curriculum, there is a remarkable congruency between students' interest in physics and the kind of physics education identified in the Delphi study as being relevant. However, there is a considerable discrepancy between students' interest and the kind of physics instruction practiced in the physics classroom. Regression analysis revealed that students' interest in physics as a school subject is hardly related to their interest in physics, but mainly to the students' self-esteem of being good achievers. The data strongly suggest physics be taught so that students have a chance to develop a positive physics-related self-concept and to link physics with situations they encounter outside the classroom. A curriculum based on these principles proved superior compared to a traditional curriculum.
Mercier, Kevin; Donovan, Corinne; Gibbone, Anne; Rozga, Kimberly
Purpose: A relationship exists between attitudes toward physical education and future physical activity. The purpose of this study was to examine changes in attitude toward physical education as students progressed from upper elementary school (Grade 4) through middle school (Grade 8). Method: Three cohorts of students (Cohort 1, Grades 4-6,…
Shen, Ji; Liu, Ou Lydia; Chang, Hsin-Yi
This paper presents a transformative modeling framework that guides the development of assessment to measure students' deep understanding in physical sciences. The framework emphasizes 3 types of connections that students need to make when learning physical sciences: (1) linking physical states, processes, and explanatory models, (2) integrating…
Ramnarain, U.; Molefe, P.
A high failure rate at first year physics is often attributed to the lack of readiness of high school students to pursue such studies. This research explores this issue and reports on the perceptions of five physics lecturers at a South African university on the preparedness of high school students for first year physics. Qualitative data was…
Sharma, Manjula Devi; Stewart, Chris; Wilson, Rachel; Gokalp, Muhammed Sait
In recent decades, the literature paid attention to students' conceptions of the nature of disciplines. This study aimed to investigate how students' cohesive and fragment conceptions of physics changed with a major change in senior high school physics syllabus. We obtained measures of conceptions of physics by utilizing a 20-item questionnaire…
Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak
Physical exercise results in an active well-being. It is likely that students' engagement in physical exercise keeps them motivated to perform academic endeavors. This study aimed to assess the relation of time engaged in physical exercise with medical students' motivation for academic work. Prospectively, 296 second-year medical students…
Bezyak, Jill; Clark, Alena
Purpose: To conduct an initial needs assessment of physical and mental health behavior among college students to improve understanding of physical and mental health needs among future helping professionals. Method: A sample of 24 undergraduate students was used to provide a description of mental health, physical activity, and healthy eating…
Healy, Sean; Judge, Joann P.; Block, Martin E.; Kwon, Eun Hye
For many students with autism spectrum disorder, physical education is the responsibility of an adapted physical education specialist. In this study, we examined the training focused on teaching students with autism spectrum disorder received by a sample of 106 adapted physical education specialists. Competencies necessary on a course to train…
Hazari, Zahra; Sadler, Philip M.; Tai, Robert H.
The disparity in persistence between males and females studying physics has been a topic of concern to physics educators for decades. Overall, while female students perform as well as or better than male students, they continue to lag considerably in terms of persistence. The most significant drop in females studying physics occurs between high…
Oon, Pey-Tee; Subramaniam, R.
Asian students often perform well in international science and mathematics assessments. Their attitude toward technical subjects, such as physics, remains curious for many. The present study examines Singapore school students' views on various aspects of physics according to whether they intend to choose physics as an advanced field of study. A…
Abraham, Jessy; Barker, Katrina
This study investigates the predictive influences of achievement motivational variables that may sustain students' engagement in physics and influence their future enrolment plans in the subject. Unlike most studies attempting to address the decline of physics enrolments through capturing students' intention to enrol in physics before ever…
Lavonen, Jari; Angell, Carl; Bymen, Reijo; Henriksen, Ellen K.; Koponen, Ismo T.
The purpose of the study was to determine the typical teaching methods used in upper secondary physics in Finland and Norway and how students would like to study physics. Moreover, the further aim of seeing how certain background variables may explain students' desire to study their chosen specialist subject, physics or social science…
Jacob, Margo A.
This action research project report began when the teacher researcher determined that students exhibited physical fitness levels below that of the state and national norms, and also displayed negative attitudes about physical education. The purpose of this action research project was to increase physical fitness and fitness attitudes through…
Black, Beth; Marcoux, Beth C; Stiller, Christine; Qu, Xianggui; Gellish, Ronald
Physical therapists have been encouraged to engage in health promotion practice. Health professionals who engage in healthy behaviors themselves are more apt to recommend those behaviors, and patients are more motivated to change their behaviors when their health care provider is a credible role model. The purpose of this study was to describe the health behaviors and role-modeling attitudes of physical therapists and physical therapist students. This study was a descriptive cross-sectional survey. A national sample of 405 physical therapists and 329 physical therapist students participated in the survey. Participants' attitudes toward role modeling and behaviors related to physical activity, fruit and vegetable consumption, abstention from smoking, and maintenance of a healthy weight were measured. Wilcoxon rank sum tests were used to examine differences in attitudes and behaviors between physical therapists and physical therapist students. A majority of the participants reported that they engage in regular physical activity (80.8%), eat fruits and vegetables (60.3%), do not smoke (99.4%), and maintain a healthy weight (78.7%). Although there were no differences in behaviors, physical therapist students were more likely to believe that role modeling is a powerful teaching tool, physical therapist professionals should "practice what they preach," physical activity is a desirable behavior, and physical therapist professionals should be role models for nonsmoking and maintaining a healthy weight. Limitations of this study include the potential for response bias and social desirability bias. Physical therapists and physical therapist students engage in health-promoting behaviors at similarly high rates but differ in role-modeling attitudes.
May, S.; Clements, C.; Erickson, P. J.; Rogers, A.
A 21st century education needs to teach students how to manage information in an ever more digital age. High school students (like all of us) are inundated with information, and informed citizenship increasingly depends on the ability to be a critical consumer of data. In the scientific community, experimental data from remote, high quality systems are becoming increasingly available in real time. The same networks providing data also allow scientists to use the ubiquity of internet access to enlist citizen scientists to help with research. As a means of addressing and leveraging these trends, we describe a classroom unit developed as part of the NSF Research Experience for Teachers (RET) program at MIT Haystack Observatory in the summer of 2010. The unit uses accessible, real-time science data to teach high school physics students about the nature and process of scientific research, with the goal of teaching how to be an informed citizen, regardless of eventual vocation. The opportunity to study the atmosphere provides increased engagement in the classroom, and students have an authentic experience of asking and answering scientific questions when the answer cannot simply be found on the Web. MOSAIC (Mesospheric Ozone System for Atmospheric Investigations in the Classroom) is a relatively inexpensive tool for measuring mesospheric ozone by taking advantage of the sensitivity of commercially produced satellite TV dishes to the 11.072545 GHz rotational transition of ozone. Because the signal from ozone in the lower atmosphere is pressure-broadened, the system is able to isolate the signal from the 1% of Earth’s ozone that comes from the mesosphere. Our teaching unit takes advantage of measurements collected since 2008 from six East Coast observing sites at high schools and colleges. Data are available online within a day of their collection, and an easy to use web interface allows students to track mesospheric ozone in frequency, time of day, or day of year. The
I have never found teaching physics to be as interesting as it is now for two reasons. Students are changing rapidly and it is an intellectual challenge to figure out the best way to work with them. Simultaneously, it is becoming increasingly clear that there is a major disconnect between what we teach, which has barely changed since I started teaching, and what physicists and other scientists are actually doing in their research. I will discuss these changes and what is being done at Kalamazoo College and elsewhere to address these challenges.
Altenburger, Peter; Wilson, Anne M
The purpose of this study was to assess the change in perceptions of student-athletes, physical therapy students, and parents of children who helped to facilitate an athletic skills camp for children with disabilities. Participants experienced 3 hours of basketball activity yearly. Data were collected for 3 consecutive years from a total of 51 parents, 15 student-athletes, and 22 physical therapy students. Pre- and post-survey data were evaluated by two independent researchers. Common themes were developed for all participant groups and cross-group comparisons were evaluated. Findings indicated a synergistic benefit for student-athletes and physical therapy students derived from their impact and children with disabilities. Perceptual changes in students included a decrease in fear in working with disabled children, an appreciation for the value of having fun, and increased growth in civic identity and desire to volunteer.
This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students. The analysis was based on gender theory viewing gender both as a process and a discourse. Specifically discursive psychology analysis was used to examine how students position themselves and their peers within discourses of physics and gender. The results of the study reveal how images of physics and of "skilled physics student" were constructed in the context of the interviews. These discourses were reconstructed in the students' discussions and their social interactions within groups. Traditional gendered positions were reconstructed, for example with boys positioned as more competent in physics than girls. These positions were however also resisted and challenged.
Lentillon-Kaestner, Vanessa; Patelli, Gianpaolo
The purpose of this study was to estimate the main and interaction effects of grouping forms, student gender and ability level on the pleasure experienced in physical education (PE). The participants included 178 secondary school students (M = 13.17, SD = 0.81), with 72 students enrolled in a basketball unit and 106 students enrolled in an…
MacLaren, Vance V; Best, Lisa A
Health professionals recognize the benefits of moderate physical activity and encourage clients to engage in some form of activity on a regular basis. In spite of these recognized benefits, there are growing concerns that some may exercise at levels detrimental to health. The term exercise dependence refers to those individuals whose extreme exercise schedules interfere with their social, occupational, and family lives. The purpose of this study was to examine the relationship between weekly exercise habits and scores on the Exercise Dependence Questionnaire in a sample of undergraduate students (213 women and 79 men). Overall, participants who reported high activity scored higher than those reporting low activity on subscales measuring interference with family and social life, positive reward, withdrawal, exercise for social reasons, exercise for health reasons, and stereotyped behavior.
Wittmann, Michael C.
Analyzes student responses to interview and written questions on wave physics using diSessa and Sherin's coordination class model which suggests that student use of specific reasoning resources is guided by possibly unconscious cues. (Author/MM)
Haist, Steven A; Wilson, John F; Fosson, Sue E; Brigham, Nancy L
OBJECTIVE To determine if fourth-year medical students are as effective as faculty in teaching the physical examination to first-year medical students. DESIGN Stratified randomization of the first-year students. SETTING A public medical school. PARTICIPANTS All 100 first-year medical students in one medical school class were randomly assigned (controlling for gender) to either a faculty or a fourth-year student preceptor for the Physical Examination Module. MAIN RESULTS The first-year students of faculty preceptors scored no differently on the written examination than the students of the fourth-year medical student preceptors (82.8% vs 80.3%, p = .09) and no differently on a standardized patient practical examination (95.5% vs 95.4%, p = .92). Also, the first-year students rated the two groups of preceptors similarly on an evaluation form, with faculty rated higher on six items and the student preceptors rated higher on six items (all p > .10). The fourth-year student preceptors rated the experience favorably. CONCLUSIONS Fourth-year medical students were as successful as faculty in teaching first-year medical students the physical examination as measured by first-year student’s performances on objective measures and ratings of teaching effectiveness.
Wilcox, Bethany R.; Lewandowski, H. J.
Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students' interest in, and understanding of, experimental physics. There are a number of possible learning goals for these courses including reinforcing physics concepts, developing laboratory skills, and promoting expertlike beliefs about the nature of experimental physics. However, there is little consensus among instructors and researchers interested in the laboratory learning environment as to the relative importance of these various learning goals. Here, we contribute data to this debate through the analysis of students' responses to the laboratory-focused assessment known as the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a large, national data set of students' responses, we compare students' E-CLASS performance in classes in which the instructor self-reported focusing on developing skills, reinforcing concepts, or both. As the classification of courses was based on instructor self-report, we also provide additional description of these courses with respect to how often students engage in particular activities in the lab. We find that courses that focus specifically on developing lab skills have more expertlike postinstruction E-CLASS responses than courses that focus either on reinforcing physics concepts or on both goals. Within first-year courses, this effect is larger for women. Moreover, these findings hold when controlling for the variance in postinstruction scores that is associated with preinstruction E-CLASS scores, student major, and student gender.
Astronomical Activities for students Motivating students interest in Physical Science through Astronomy Alexis Matthaiou Philekpaideftiki Etaireia, Arsakeio Lyceum Patron, Patras, Greece,(email@example.com) School education aims not only to providing the necessary knowledge to the students but also to inspire and motivate them to realize their special abilities and inclinations and use their potential for making a joyful future for their lives. In this direction we present some activities held in the Arsakeio School of Patras during the years 2005-2008 in the field of Astronomy and Astrophysics, in order to share our experience with the teachers' community. Students from all grades of primary and secondary education participated with enthusiasm. In particular, they observed the Partial Solar Eclipse of October 3rd, 2005,and the Total Solar Eclipse of March 29th, 2006. They took part in observing and registering Solar Spots, using Astronomical equipments like different types of telescopes with filters and solar scopes. Students studied further the nature of Solar Phenomena and their effects on life, participating in the Environmental Program "Sun and Life"(2006-2007). Moreover, students took part in the International Program for measuring the Light Pollution "Globe at Night" (2006-2007) with observing and registering the luminosity of the Orion constellation in the night sky above their residence. Finally, the students participated in the European program "Hands on Universe" (HOU) (2005-2008) working on a project, which was the Greek contribution to HOU, developed from "Philekpaideftiki Etaireia". In particular, they studied the stars' spectrum and acquired information about the stars' life and age of stellar systems, using interactive multimedia technology.
Guedes, Nirla Gomes; Moreira, Rafaella Pessoa; Cavalcante, Tahissa Frota; de Araujo, Thelma Leite; Ximenes, Lorena Barbosa
The objective of this study was to describe the everyday physical activity habits of students and analyze the practice of physical activity and its determinants, based on the first component of Pender's health promotion model. This cross-sectional study was performed from 2004 to 2005 with 79 students in a public school in Fortaleza, Ceará, Brazil. Data collection was performed by interviews and physical examinations. The data were analyzed according to the referred theoretical model. Most students (n=60) were physically active. Proportionally, adolescents were the most active (80.4%). Those with a sedentary lifestyle had higher rates for overweight and obesity (21.1%). Many students practiced outdoor physical activities, which did not require any physical structure and good financial conditions. The results show that it is possible to associate the first component of Pender's health promotion model with the everyday lives of students in terms of the physical activity practice.
Seo, Dong-Chul; Torabi, Mohammad R; Jiang, Nan; Fernandez-Rojas, Xinia; Park, Bock-Hee
This study examined cross-cultural differences in personal and behavioral determinants of vigorous-intensity and moderate-intensity physical activity (PA) among college students living in distinctly different cultures, that is, the United States, Costa Rica, India, and South Korea. Participants of this study were recruited from randomly chosen public universities in the 4 countries during the 2006-2007 academic year. A total of 4685 students participated in the study (response rate 90%). Vigorous-intensity PA was measured by asking on how many of the past 7 days the participants participated in PA for at least 20 minutes that made them sweat or breathe hard. For moderate-intensity PA, participants were asked on how many of the past 7 days they participated in PA for at least 30 minutes that did not make them sweat or breathe hard. Findings indicate that whereas perceived overweight and fruit and vegetable consumption are relatively culture-free predictors of PA, gender and TV/video watching are culture-specific predictors. Binge drinking was not predictive of meeting the vigorous-intensity and moderate-intensity PA guidelines in any of the 4 countries.
Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry
Although visually impaired students attend regular high school, their enrolment in advanced science classes is dramatically low. In our research we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. For visually impaired students to grasp physics concepts, time and additional materials to support the learning process are key. Time for teachers to develop teaching methods for such students is scarce. Suggestions for changes to the learning environment and of materials used are given.
Pond, Jarrad W. T.; Chini, Jacquelyn J.
In this study, we explore the strategic self-regulatory and motivational characteristics of students in studio-mode physics courses at three universities with varying student populations and varying levels of success in their studio-mode courses. We survey students using questions compiled from several existing questionnaires designed to measure students' study strategies, attitudes toward and motivations for learning physics, organization of scientific knowledge, experiences outside the classroom, and demographics. Using a person-centered approach, we utilize cluster analysis methods to group students into learning profiles based on their individual responses to better understand the strategies and motives of algebra-based studio physics students. Previous studies have identified five distinct learning profiles across several student populations using similar methods. We present results from first-semester and second-semester studio-mode introductory physics courses across three universities. We identify these five distinct learning profiles found in previous studies to be present within our population of introductory physics students. In addition, we investigate interactions between these learning profiles and student demographics. We find significant interactions between a student's learning profile and their experience with high school physics, major, gender, grade expectation, and institution. Ultimately, we aim to use this method of analysis to take the characteristics of students into account in the investigation of successful strategies for using studio methods of physics instruction within and across institutions.
A comparative study of medical students who estimated physicians' income during their first and fourth years of study throws up interesting results. The medical students typically overestimated physician income by 25% on an average, with differences marked by age, women, older students, students with high MCAT scores. Final year students'…
Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry
When visually impaired students attend regular high school, additional materials are necessary to help them understand physics concepts. The time for teachers to develop teaching materials for such students is scarce. Visually impaired students in regular high school physics classes often use a braille version of the physics textbook. Previously, we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. In this research we evaluate the use of a revised braille textbook, relief drawings and 3D models. The research focussed on the topic of sound in grade 10.
Zeńczak-Praga, Krystyna; Pluto-Prondzinska, Joanna; Zgorzalewicz-Stachowiak, Małgorzata
Despite the fact that regular physical activity is beneficial to human life, there are still more and more overweight and obese people throughout the world today. Healthy habits taken from home or socioeconomic situation are factors which might influence on regular physical activity. People who lead a healthy lifestyle in childhood are also active during adulthood. On the other hand academic life might promote less healthy lifestyle. The aim of the study was to assess and compare the level of physical activity of both German and Spanish students of Medicine and Physiotherapy. The study involved 100 Spanish and 100 German students aged from 19 to 24 years. Based on Eurobarometer 72.3, the respondents were asked a set of questions regarding physical activity. The chi-squared test (χ2) and Mann-Whitney U test were used for the statistical analysis. The vast majority of students presented a normal BMI value, but it was not related to high physical activity. More than one-third of all students seldom practised any sports. The Spanish students usually did some form of physical activity outdoors, whereas the German students exercised in a fitness centre. Lack of time was to the Medicine and Physiotherapy students the most significant factor that did not allow them to be more physically active. Medicine and Physiotherapy students should be more physically active in order to promote a good, healthy lifestyle model to society and there should be more physical activity education to encourage more students to practise sports.
Fagan, Mark J; Lucero, Monica L; Wu, Edward H; Diaz, Joseph A; Reinert, Steven E
Little information exists regarding whether medical students learning in relatively resource-scarce countries develop greater confidence in their physical examination skills or whether, compared to U.S. medical students, they have more positive attitudes regarding the utility of the physical examination. To compare U.S. And Dominican medical students' attitudes toward the physical examination. We surveyed final-year students at 1 medical school in the United States and 1 in the Dominican Republic regarding self-confidence in and perceived utility of the physical examination. Using 5-point Likert-type scales with response choices ranging from 1 (not at all confident) to 5 (very confident) and 1 (not at all useful) to 5 (very useful), respondents reported their attitudes toward the physical examination overall and toward 14 specific physical examination skills. The survey response rate was 117/164 (71%). Students at the Dominican school, compared to students at the U.S. school, reported significantly greater confidence in their overall physical examination skill (mean response 4.27 vs. 3.79, respectively, p < .001) and more positive views about the utility of the physical examination overall for providing diagnostically useful information (mean response 4.78 vs. 4.42, respectively, p < .001). Results for the specific skills also showed more positive attitudes in the students from the Dominican medical school. Students at a Dominican medical school reported more positive attitudes toward the physical examination than students at a U.S. medical school.
Timme, Nicholas; Baird, Michael; Bennett, Jake; Fry, Jason; Garrison, Lance; Maltese, Adam
For the past two years, the Foundations in Physics and Mathematics (FPM) summer program has been held at Indiana University in order to fulfill two goals: provide additional physics and mathematics instruction at the high school level, and provide physics graduate students with experience and autonomy in designing curricula and teaching courses.…
Hodges, H F
Returning to academe, RNs are conceptualized as adult learners, as gendered authors, and as developing students. For most RNs prior learning has evolved from the rational-technical model from which they have learned to look at the world from a distance, relying on empirical evidence and negating or denying personal knowledge. Carefully constructed assignments in journal writing based on educational and developmental theory can be an effective means to assist RN-BSN students in social, cognitive, and professional development. Journal writing in response to assigned readings and clinical experiences provides a safe environment for RN-BSN students to explore critically the ideas of others, to look seriously at authorial intention and point of argument, and to articulate their own views of the world. Conceptually supported by student development and learning theories of Perry (1970) and Knowles (1984), and qualitative research with women's ways of knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986), a leveled model of journal writing for RN-BSN students is described as a vehicle for the development of writing and thinking critically.
Peterson, Jamie Lee; Puhl, Rebecca M; Luedicke, Joerg
At school, physical education (PE) teachers and coaches may be key supports for physical activity. Unfortunately, PE teachers may endorse negative stereotypes and attitudes toward overweight youth. These biases may influence the amount of instruction physical educators provide to students and their participation in PE or other physical activity. This study assessed physical educators' (N = 162) ability and performance expectations, attributions, and attitudes toward overweight and non-overweight students. Physical educators endorsed inferior ability expectations for overweight students compared to non-overweight students. Poorer performance expectations were limited to overweight female targets, but when controlling for participant characteristics, this effect became marginally significant for overweight male targets. There was a trend such that participants endorsed more external attributions for the abilities and performance of overweight female students, yet this effect was reduced to marginal significance when controlling for participant characteristics. Participants endorsed more negative attitudes for both overweight males and females compared to non-overweight youth. Findings indicate that physical educators' expectations, attributions, and attitudes regarding students may be negatively influenced by youth body weight, and differ by student gender. The potential effect of physical educators' weight bias on adolescent participation in physical activity and its implications for students' physical health, academic achievement, and social development are discussed. © 2012, American School Health Association.
Papacharisis, Vassilios; Goudas, Marios
The present study examined effects of sex, attitude towards physical activity, perceived barriers for participation in physical activity, and students' perception of their parents' participation in physical activity on the intrinsic motivation of students participating in a health related program in physical education. 643 students (303 boys and 340 girls) responded to questionnaires measuring intrinsic motivation, attitudes towards physical activity, perceived barriers to exercise and perceived parents' participation in physical activity. Mean age was 12.9 yr. (SD=1.2, range 11-14 years). Analysis indicated that students' intrinsic motivation towards the program was influenced by perceived barriers to exercise. Sex, attitudes towards physical activity, and perceived parents' participation in physical activity seem to be less important.
Yahia, Najat; Wang, Daniel; Rapley, Melyssa; Dey, Rajarshi
The purpose of this study was to assess weight status, dietary habits, physical activity, dietary beliefs, and nutrition knowledge among a sample of students from Central Michigan University. A cross-sectional survey was conducted among a sample of undergraduate students in Fall 2011 and Spring 2012 at Central Michigan University. Participating students completed an online questionnaire that included questions related to their eating habits, physical activity and lifestyle, dietary beliefs, and nutritional knowledge. Weight, height, and waist circumference were measured. Percentage body fat and visceral fat score were determined using a Tanita body composition analyser (SC-331S). Outcomes of this study indicated that 78% of female students were within the healthy weight range compared to 52% of male students. Visceral body fat and waist circumference scores were higher in males than in females. Most students showed 'satisfactory' dietary habits. Almost half of the students reported drinking two glasses of milk and consuming two cups of fruits and vegetables daily. Physical activity and lifestyle score indicated that most of the students were not physically active. Only 7% of students reported having a very active lifestyle, and 4% had quite good nutritional knowledge. The majority of students, particularly females, were within the healthy body weight range. Students' dietary habits were satisfactory. However, physical activity, students' knowledge of healthy and unhealthy diet habits, and nutritional knowledge needed improvement. Developing gender-specific programmes for promoting healthy lifestyle behaviours among students is recommended. © Royal Society for Public Health 2015.
Kapucu, Serkan; Bahçivan, Eralp
Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively. Purpose: The purpose of this study is to explore the relationships among Turkish high school students' scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics. Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students' data were used. Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used. Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics. Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students' scientific
Esslinger, Keri A.; Grimes, Amanda R.; Pyle, Elizabeth
In this study, we investigated students' attitudes toward physical activity (PA) when including a required PA component in a university-required personal wellness class. The study included (a) an experimental group of students enrolled in a personal wellness course in which there was a required PA requirement and (b) a control group of students…
Adams, W. K.; Perkins, K. K.; Podolefsky, N. S.; Dubson, M.; Finkelstein, N. D.; Wieman, C. E.
The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure student beliefs about physics and about learning physics. This instrument extends previous work by probing additional aspects of student beliefs and by using wording suitable for students in a wide variety of physics courses. The CLASS has been validated using interviews, reliability studies, and extensive statistical analyses of responses from over 5000 students. In addition, a new methodology for determining useful and statistically robust categories of student beliefs has been developed. This paper serves as the foundation for an extensive study of how student beliefs impact and are impacted by their educational experiences. For example, this survey measures the following: that most teaching practices cause substantial drops in student scores; that a student’s likelihood of becoming a physics major correlates with their “Personal Interest” score; and that, for a majority of student populations, women’s scores in some categories, including “Personal Interest” and “Real World Connections,” are significantly different from men’s scores.
Tobin, R. G.
This paper reports observations that show a significant effect of class meeting time on student evaluations of teaching for an introductory college physics class. Students in a lecture section with an early-morning meeting time gave the class and instructors consistently lower ratings than those in an otherwise nearly identical section that met an…
Linder, Anne; Airey, John; Mayaba, Nokhanyo; Webb, Paul
Recently, the South African Institute of Physics undertook a major review of university physics education. The report highlighted the necessity for further transformation of the teaching of physics, particularly in relation to the teaching of under-prepared students. In this article we examine how physics lecturers in South Africa reported how…
Fairclough, Stuart J.; Stratton, Gareth
Background: School physical education is available to most young people and provides a structured context for physical activity participation. Regular physical activity during childhood can confer acute and long-term health benefits. From this health perspective one of the goals of physical education is for students to take part in appropriate…
Williams, Reed G; Klamen, Debra L; Mayer, David; Valaski, Maureen; Roberts, Nicole K
Skill acquisition and maintenance requires spaced deliberate practice. Assessing medical students' physical examination performance ability is resource intensive. The authors assessed the nature and size of physical examination performance samples necessary to accurately estimate total physical examination skill. Physical examination assessment data were analyzed from second year students at the University of Illinois College of Medicine at Chicago in 2002, 2003, and 2004 (N = 548). Scores on subgroups of physical exam maneuvers were compared with scores on the total physical exam, to identify sound predictors of total test performance. Five exam subcomponents were sufficiently correlated to overall test performance and provided adequate sensitivity and specificity to serve as a means to prompt continued student review and rehearsal of physical examination technical skills. Selection and administration of samples of the total physical exam provide a resource-saving approach for promoting and estimating overall physical examination skills retention.
Dockter, Mary; Roller, Joellen; Eckert, Jody
The purpose of this case report was to describe an innovative model for transforming physical therapist students into clinical instructors with the use of a pro bono clinic. This model may assist other academic programs in creating effective approaches to transition entry-level students into future quality clinical instructors. Third year physical therapist students served as clinical instructors for second year students. Peer and self assessments were collected to assess intended objectives. Second year students were made more aware of the role of the clinical instructor and were able to evaluate the effectiveness of clinical teaching and third year students appreciated the impact of clinical teaching and increased their desire to become clinical instructors in the future. Student self and peer assessments reveal that this experiential model is an effective way of transitioning entry-level physical therapist students into the role of clinical instructor.
Batia, Abigail S.
This study examined whether students in an intervention group, who were given choices within physical education (PE), reported greater autonomous motivation, more favorable perceptions of autonomy support, and displayed higher in-class physical activity (PA) levels than those in a control group. It was hypothesized that there would be marked…
Yan, Zi; Cardinal, Bradley J.
Asian students attending American colleges and universities report relatively low levels of physical activity participation, which may hinder their ability to realize their full human potential (i.e., cognitively, physically, socially). This paper reviewed the possible reasons underlying their generally inactive lifestyle, addressed the importance…
Baena-Extremera, Antonio; Granero-Gallegos, Antonio; Ponce-de-León-Elizondo, Ana; Sanz-Arazuri, Eva; Valdemoros-San-Emeterio, María de Los Ángeles; Martínez-Molina, Marina
In view of the rise in sedentary lifestyle amongst young people, knowledge regarding their intention to partake in physical activity can be decisive when it comes to instilling physical activity habits to improve the current and future health of school students. Therefore, the object of this study was to find a predictive model of the intention to partake in leisure- time physical activity based on motivation, satisfaction and competence. The sample consisted of 347 Spanish, male, high school students and 411 female students aged between 13 and 18 years old. We used a questionnaire made up of the Sport Motivation Scale, Sport Satisfaction Instrument, and the competence factor in the Basic Psychological Needs in Exercise Scale and Intention to Partake in Leisure-Time Physical Activity, all of them adapted to school Physical Education. We carried out confirmatory factor analyses and structural equation models. The intention to partake in leisure-time physical activity was predicted by competence and the latter by satisfaction/fun. Intrinsic motivation was revealed to be the best predictor of satisfaction/fun. Intrinsic motivation should be enhanced in order to predict an intention to partake in physical activity in Physical Education students.
Enright, Eimear; Coll, Leanne; Ní Chróinín, Deirdre; Fitzpatrick, Mary
Background: Student voice agendas have been slow to permeate higher educational institutions. Curricula in universities, like those in primary and secondary education, are still usually made for students by teachers who, while they may have the best interests of the students in mind, rarely if ever engage students in curriculum decision-making.…
Song, Y; Lei, Y T; Hu, P J; Zhang, B; Ma, J
To analyze the situation of physical fitness among Chinese Han students in 2014, so as to develop the guideline of physical activity regarding to the targeted students and to provide bases for the improvements of students' physical fitness. Subjects were from 2014 Chinese National Surveys on Students' Constitution and Health (CNSSCH). In this survey, 212 401 Han students aged 7-18 years participated and the measurement of physical fitness completed. The qualified rates of indicators regarding to physical fitness were evaluated based on "National Students Constitutional Health Standards" (2014 revised edition). Logistic regression was used to assess the association between the indicators of pull ups (boys) and endurance run (boys and girls) and influencing factors. In 2014, among the boys, the qualified rates of pull ups and endurance run were 18.7% and 76.6% respectively, while the qualified rate of endurance run was 80.6% among the girls. These two indicators were the weak items of physical fitness among the Chinese Han students. There was regional difference in the qualified rates of physical fitness, and the students in Zhejiang and Jiangsu provinces had higher qualified rates. Logistic regression showed that the urban students (OR=0.67), the students with malnutrition (OR=0.76), overweight (OR=0.32) or obesity (OR=0.12) were less likely to be qualified to pull ups; the students who had physical activity more than 1 h per day (OR=1.31) was more likely to be qualified to pull ups. The influencing factors of endurance run showed the similar pattern, in addition, the students with enough physical education (PE) were more likely to be qualified to endurance run, while the students with "Squeeze" or "no" PE class were less likely to be qualified to endurance run. The pull ups and endurance run have become the weak items of the physical fitness among primary and secondary school students in our national and provincial levels. Based on ensuring physical exercise time
Wolfe, Benjamin A.
Colleges and universities are facing greater accountability to identify and implement practices that increase the number of two-year college (2YC) students who transfer to four-year institutions (4YC) and complete baccalaureate degrees. This is particularly true for physical science and geoscience disciplines, which have the lowest STEM degree completion rates of students transferring from 2YCs (Wilson, 2014a). A better understanding of how academic engagement experiences contribute to increased 2YC student interest in these disciplines and student intent to transfer is critical in strengthening the transfer pathway for the physical sciences and geosciences. The purpose of this study was to gain understanding of the influence that background characteristics, mathematics preparation, academic experiences (e.g. faculty-student interaction, undergraduate research experiences, and field experiences), and academic advisor engagement have on 2YC student intentions to transfer to a four-year institution (4YC) with physical science or geoscience degree aspirations. Incorporating the conceptual frameworks of student engagement and transfer student capital (Laanan et al., 2010), this study used Astin's (1993; 1999) input-environment-outcomes (I-E-O) model to investigate what factors predict 2YC students' intent to transfer to a 4YC and pursue physical science or geoscience degrees. This study used a quantitative research approach with data collected from 751 student respondents from 24 2YCs. Results from three sequential multiple regression models revealed advisor interaction, speaking with a transfer advisor, and visiting the intended 4YC were significant in increased 2YC student transfer intent. Student-faculty interaction and faculty and academic advisors discussing career opportunities in the physical sciences were significant in leading to increased 2YC student intent to pursue physical science degrees or geoscience degrees. The results also substantiated the
Cavallo, Cheryl L; Richter, Randy R
Development of attitudes of physical therapists (PTs) toward physical therapist assistants (PTAs) begins during their professional education, and attitudes are influenced further by clinical experiences. The purpose of this study was to understand attitudes of student PTs toward PTAs. We surveyed 66 clinical intern students enrolled in an entry-level master of physical therapy program. PT students received the same survey before and after their full-time clinical internship. Eleven Likert scale items were used to assess students' attitudes toward PTAs in the areas of competence, financial remuneration, and job security. One item was designed to determine whether PT students' level of contact with PTAs influenced attitudes. A random sample of 13 (20.9%) students who returned surveys were asked to participate in a telephone interview designed to enrich the quantitative data. After item analysis, five of the scale items were eliminated from the analyses due to poor internal consistency. Cronbach's alpha of the remaining six scale items was 0.75. Survey results reveal that PT students maintain an overall positive attitude toward PTAs before and after full-time clinical internship. Qualitative interview data support this finding. Students' attitudes in specific areas of PTA competence were negative and positive, however. The negative attitude may have been based on the students' beliefs that PTAs are not competent to perform physical therapy in situations that are changing or unpredictable. Positive attitudes may have been reflective of the students' beliefs that PTAs are competent to implement established plans of care. Student ranking of four professional issues showed a significant difference before and after full-time clinical internships.
This paper has proposed to investigate the interest in students towards physics among other science subjects. The investigation was carried out with 490 samples of grade ten students in Wolaita Soddo town governmental schools. Thus, overall result indicates that the interest in students towards physics is low and students hate to learn physics in…
Hameed, Saddam Mohammed; Mohammed, Essam Mahmoud
The current research aims know the effectiveness of enriching the physics curriculum for students in middle school electronic learning in the development of their thinking and scientific their direction towards physics, sample formed from second grade students in Sinae intermediate school 64 students (32) student as experimental group & (32)…
There are a few empirical studies (Palmer, 2008; Dohn, 2010) or intervention programs (Hidi & Harackiewicz, 2000) about students' situational interest in physics lessons, although the declining interest in physics among students has been well documented in the research literature (Gardner, 1998 ; International Bureau for Education, 2001; European Commission, 2007; Oon & Subramaniam, 2011). Even in the research area of science education, yet little is known about how to trigger students' catching and holding situational interest in a physics lesson. In this study, five intervention lessons of creative invention were developed. Each lesson consists of three parts including Eberle's (1971, 1972) SCAMPER technique on the creative thinking, knowledge and concepts of physics curriculum, hands-on activities related to both SCAMPER technique and physics concepts. Two surveys were developed and used to measure the situational interest and individual interest of students in physics lessons. Qualitative conversational interviews were used to interpret the sources of situational interest of students in physics lessons. Results in this study indicate that new inventive products and television programs or films related to SCAMPER can trigger the catching interest in physics lessons. Meaningful hands-on activities related to both SCAMPER technique and physics concepts can trigger the holding interest in physics lessons. There is no significant difference in situational interest among students with different academic abilities except in the topic related to electronic components. The students with lower academic ability have greater situational interest than the students with higher academic ability in learning the topic related to electronic components. There is no significant difference in situational interest between boys and girls except in the topic related to revolving paper lantern. Girls have higher situational interest than boys in learning the topic related to revolving
Many introductory, algebra-based physics students perform poorly on mathematical problem solving tasks in physics. There are at least two possible, distinct reasons for this poor performance: (1) students simply lack the mathematical skills needed to solve problems in physics, or (2) students do not know how to apply the mathematical skills they have to particular problem situations in physics. While many students do lack the requisite mathematical skills, a major finding from this work is that the majority of students possess the requisite mathematical skills, yet fail to use or interpret them in the context of physics. In this thesis I propose a theoretical framework to analyze and describe students' mathematical thinking in physics. In particular, I attempt to answer two questions. What are the cognitive tools involved in formal mathematical thinking in physics? And, why do students make the kinds of mistakes they do when using mathematics in physics? According to the proposed theoretical framework there are three major theoretical constructs: mathematical resources, which are the knowledge elements that are activated in mathematical thinking and problem solving; epistemic games, which are patterns of activities that use particular kinds of knowledge to create new knowledge or solve a problem; and frames, which are structures of expectations that determine how individuals interpret situations or events. The empirical basis for this study comes from videotaped sessions of college students solving homework problems. The students are enrolled in an algebra-based introductory physics course. The videotapes were transcribed and analyzed using the aforementioned theoretical framework. Two important results from this work are: (1) the construction of a theoretical framework that offers researchers a vocabulary (ontological classification of cognitive structures) and grammar (relationship between the cognitive structures) for understanding the nature and origin of
Silverman, Stephen; Zotos, Connee
The validity of interval and time sampling methods of measuring student engaged time was investigated in a study estimating the actual time students spent engaged in relevant motor performance in physical education classes. Two versions of the interval Academic Learning Time in Physical Education (ALT-PE) instrument and an equivalent time sampling…
Conrad, Sarah; Canetto, Silvia Sara; MacPhee, David; Farro, Samantha
Socioeconomically disadvantaged (SED) students are less likely to major in physical sciences or engineering. To guide recruitment and retention of a diversity of talent, this study examined what attracts high-achieving SED students to these fields. Participants were 50 undergraduates majoring in physical sciences or engineering enrolled in the…
McBride, Ron E.; Altunsöz, Irmak Hürmeriç; Su, Xiaoxia; Xiang, Ping; Demirhan, Giyasettin
The purpose of this study was to explore motivational indicators of self-regulated learning (SRL) and the relationship between self-regulation (SR) and perceived health among university students enrolled in physical activity (PA) classes. One hundred thirty-one Turkish students participating in physical education activity classes at two…
Taskin Ekici, Fatma; Kara, Izzet; Ekici, Erhan
In this study we present an overview of the undergraduate blended Physics course that has been supported by the Moodle platform. The course that has been applied is a basic physics course for primary student teachers. The aim of Moodle is to create an online learning environment which helps students to have a virtual space where they can share…
Thompson, Angela; Hannon, James C.
The purpose of this study was to determine if health-related fitness (HRF) knowledge is related to self-reported physical activity (PA) of high school students. Students (N=165) enrolled in physical education from two schools in the Southwestern U.S participated. A 100-point HRF knowledge test was assembled, focusing on the HRF concepts of…
Ha, Oai; Fang, Ning
An innovative educational technology called interactive virtual and physical manipulatives (VPM) is developed to improve students' spatial skills. With VPM technology, not only can students touch and play with real-world physical manipulatives in their hands but also they can see how the corresponding virtual manipulatives (i.e., computer…
This dissertation presents the results of an experiment that measured the learning outcomes associated with three different pedagogical approaches to introductory physics labs. These three pedagogical approaches presented students with the same apparatus and covered the same physics content, but used different lab manuals to guide students through…
Akelaitis, Arturas V.; Malinauskas, Romualdas K.
Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51…
Maheswari, I. Uma; Ramakrishnan, N.
The present study is an experimental one in nature, to find out the effectiveness of CAI package on in Physics of IX std. students. For this purpose a CAI package was developed and validated. The validated CAI package formed an independent variable of this study. The dependent variable is students' achievements in physics content. In order to find…
This study examined the relationship between psychological needs satisfaction, motivational regulations in physical education and physical activity intention among elementary school students. A total of 291 elementary school students in grades 3-6 voluntarily completed the three measures. This study indicated that satisfaction of three basic…
Changeiywo, Johnson M.; Wambugu, P. W.; Wachanga, S. W.
Teaching method is a major factor that affects students' motivation to learn physics. This study investigated the effects of using mastery learning approach (MLA) on secondary school students' motivation to learn physics. Solomon four non-equivalent control group design under the quasi-experimental research method was used in which a random sample…
Becker, Nicole; Towns, Marcy
Undergraduate physical chemistry courses require students to be proficient in calculus in order to develop an understanding of thermodynamics concepts. Here we present the findings of a study that examines student understanding of mathematical expressions, including partial derivative expressions, in two undergraduate physical chemistry courses.…