Teaching, Learning, Policy & Leadership Research Works
http://hdl.handle.net/1903/1649
Wed, 19 Jan 2022 05:31:58 GMT2022-01-19T05:31:58ZRethinking the division of labor between tutorial writers and instructors with respect to fostering equitable team dynamics
http://hdl.handle.net/1903/27534
Rethinking the division of labor between tutorial writers and instructors with respect to fostering equitable team dynamics
Sabo, Hannah C.; Elby, Andrew
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] This paper proposes the rethinking of the division of labor between physics education research curriculum developers and classroom instructors. Historically, both curriculum developers and instructors have taken responsibility for fostering students’ conceptual development, epistemological development, and other learning goals related to physics content knowledge and practices or process skills. By contrast, responsibility for fostering productive group dynamics has been taken up almost entirely by instructors. Tutorial and lab developers structure their materials to be used in small groups, but have not generally designed, tested, and refined their materials to minimize problematic group dynamics. In this paper, we argue that the written tutorial can and should do more to prevent negative group dynamics from arising. To make this claim plausible, we describe an example from our own experience. While revising a tutorial, we noticed some problematic dynamics emerging; one of the students was unfairly blamed for a simulation-setting mistake and was later left out of a conversation. We came up with hypotheses about factors that might have contributed to those dynamics. A few of those factors, we argue, could be addressed in part through tutorial revision. While acknowledging that instructors will always have more capacity and hence more responsibility than curriculum writers to foster productive group dynamics, we call for tutorial writers, during the testing and revision of their materials, to monitor how the tutorial impacts team dynamics and to be transparent (in publications and presentations) about how they modified the tutorial to address problematic dynamics they observed.
Partial funding for Open Access provided by the UMD Libraries' Open Access Publishing Fund.
Fri, 04 Dec 2020 00:00:00 GMThttp://hdl.handle.net/1903/275342020-12-04T00:00:00ZRethinking the relationship between instructors and physics education researchers
http://hdl.handle.net/1903/27530
Rethinking the relationship between instructors and physics education researchers
Elby, Andrew; Yerdelen-Damar, Sevda
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] In the “standard” physics education research curriculum-development model, researchers are cast primarily as producers of curricula and instructors are cast primarily consumers, i.e., adopters and adapters. We illustrate a complementary model in which researchers’ curricular modules, and also their “pure” research unattached to curriculum development, can serve as instructionally generative fodder that inspires and loosely guides instructors in creating their own curricular materials. Drawing on experiences from our graduate student days, we show how particular curricula and research papers influenced our curriculum development and instruction in particular ways. We then argue that the physics education ecosystem could benefit if researchers were more intentional about creating potential instructionally generative fodder, and we suggest ways to do so. Although not intended to replace the standard curriculum-development model, which has a history of producing effective tutorials and other curricular modules, our alternative model casts the researcher and instructor as co-equal contributors to the research-based yet creative process of curriculum generation.
Partial funding for Open Access provided by the UMD Libraries' Open Access Publishing Fund.
Fri, 04 Dec 2020 00:00:00 GMThttp://hdl.handle.net/1903/275302020-12-04T00:00:00ZMathematical sense-making in quantum mechanics: An initial peek
http://hdl.handle.net/1903/24843
Mathematical sense-making in quantum mechanics: An initial peek
Dreyfus, Benjamin W.; Elby, Andrew; Gupta, Ayush; Sohr, Erin Ronayne
Mathematical sense-making—looking for coherence between the structure of the mathematical formalism and causal or functional relations in the world—is a core component of physics expertise. Some physics education research studies have explored what mathematical sense-making looks like at the introductory physics level, while some historians and “science studies” have explored how expert physicists engage in it. What is largely missing, with a few exceptions, is theoretical and empirical work at the intermediate level—upper division physics students—especially when they are learning difficult new mathematical formalism. In this paper, we present analysis of a segment of video-recorded discussion between two students grappling with a quantum mechanics question to illustrate what mathematical sense-making can look like in quantum mechanics. We claim that mathematical sense-making is possible and productive for learning and problem solving in quantum mechanics. Mathematical sense-making in quantum mechanics is continuous in many ways with mathematical sense-making in introductory physics. However, in the context of quantum mechanics, the connections between formalism, intuitive conceptual schema, and the physical world become more compound (nested) and indirect. We illustrate these similarities and differences in part by proposing a new symbolic form, eigenvector eigenvalue, which is composed of multiple primitive symbolic forms.
Partial funding for Open Access provided by the UMD Libraries' Open Access Publishing Fund.
Thu, 28 Dec 2017 00:00:00 GMThttp://hdl.handle.net/1903/248432017-12-28T00:00:00ZMathematical sense-making in quantum mechanics: An initial peek
http://hdl.handle.net/1903/20695
Mathematical sense-making in quantum mechanics: An initial peek
Dreyfus, Benjamin W.; Elby, Andrew; Gupta, Ayush; Sohr, Erin Ronayne
Mathematical sense-making—looking for coherence between the structure of the mathematical formalism and causal or functional relations in the world—is a core component of physics expertise.
Some physics education research studies have explored what mathematical sense-making looks like at the introductory physics level, while some historians and “science studies” have explored how expert physicists engage in it. What is largely missing, with a few exceptions, is theoretical and empirical work at the intermediate level—upper division physics students—especially when they are learning difficult new mathematical formalism. In this paper, we present analysis of a segment of video-recorded discussion between two students grappling with a quantum mechanics question to illustrate what mathematical sensemaking can look like in quantum mechanics. We claim that mathematical sense-making is possible and productive for learning and problem solving in quantum mechanics. Mathematical sense-making in quantum mechanics is continuous in many ways with mathematical sense-making in introductory physics. However, in the context of quantum mechanics, the connections between formalism, intuitive conceptual schema, and the physical world become more compound (nested) and indirect. We illustrate these similarities and differences in part by proposing a new symbolic form, eigenvector eigenvalue, which is composed of multiple primitive symbolic forms.
Partial funding for Open Access provided by the UMD Libraries' Open Access Publishing Fund.
Thu, 28 Dec 2017 00:00:00 GMThttp://hdl.handle.net/1903/206952017-12-28T00:00:00Z