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Friday, February 3rd 2017

4:40 pm:

Friday, February 17th 2017

4:40 pm:

Friday, February 24th 2017

4:40 pm:

Friday, March 3rd 2017

4:40 pm:

Friday, March 10th 2017

4:40 pm:

Pivot Interactives is an outgrowth of our five year work on the Direct Measurement Video project. Pivot Interactives is a web platform that allows teachers to create web-based activities that combine matrices of Direct Measurement Videos with other interactive tools such as data tables, graphs, and curve fitting, interactive questions, and student feedback. Within the Pivot Interactives Portal, teachers can assign these activities to students. Students use any web-connected device to complete the activity and submit for teacher feedback. This allows students to conduct inquiry-based learning using all steps eight science in an online environment.

After a quick tour of the platform, we'll explore how Pivot Interactives can be used to facilitate learning labs skills such as model making and testing, linearization, and finding the meaning of slope and intercept.

Friday, March 17th 2017

4:40 pm:

Friday, March 24th 2017

4:40 pm:

Student surveys from the introductory Physics classes at the University of St. Thomas explore the relationships between student study practices, self-efficacy and classroom performance, including test and class grades. Short-answer surveys were given to a total of approximately 100 students, evenly divided between Calculus-based introductory Physics and Algebra-based introductory Physics. These short answer surveys have been coded and correlated to student grades and in-class observed practices. This talk will discuss preliminary results of the study, both surprising and not, possible further areas of exploration and the relationship with related studies.

Friday, March 31st 2017

4:40 pm:

The advanced lab course can provide students with an opportunity to develop experimental design skills. However, students often struggle with the challenges and potential for failure that come with designing their own experiments. I will describe how we used results from the Colorado Learning Attitudes About Science Survey for Experimental Physics (E-CLASS) to explore student attitudes about experimental work in a course designed to promote the development of experimental design skills and how we have modified the course through the introduction of metacognitive activities in response to E-CLASS results.

Friday, April 7th 2017

4:40 pm:

While integrating mathematics into science classrooms has long been part of the conversation in science education, students still struggle to solve quantitative problems across science disciplines. Traditionally, most mathematics use in the science classroom mathematics is for algorithmic calculation of a quantity or as a provided expression of a known scientific law or relationship. Often, in these uses of mathematics, the meaning and connection of the mathematical expression to the scientific phenomenon is lost to naïve learners. An instructional model will be presented that has students engage in the scientific practice of mathematical modeling by developing and refining of equations that connect the variables and functions in the mathematical expression to the entities and mechanisms in the scientific phenomenon. Effects on student learning and problem solving in the context of a unit in biology will be discussed.

Friday, April 14th 2017

4:40 pm:

Women are under-represented at every level of physics above high school. At the highest levels of physics, women are particularly scarce. What are the main factors creating barriers for women in physics leadership? How do they compare to the barriers facing women in physics more generally?

Friday, April 21st 2017

4:40 pm:

Friday, April 28th 2017

4:40 pm:

Friday, May 5th 2017

4:40 pm:

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