Nordiska fysikdagarna och PER - Physics Education Research
SISTA DAG FÖR ABSTRACT ÄNDRAD TILL 11 maj.
19-21 augusti 2020 planeras de Nordiska fysikdagarna äga rum i Uppsala. Som en del av fysikdagarna anordnas ett speciellt symposium om PER - Physics Education Research, för att uppmärksamma Uppsala Universitets viktiga bidrag till området. PER-fokus under symposiet kommer att vara Representationer i lärande och undervisning om fysik.
Huvudtalare inom PER blir:
- Paula Heron, University of Washington: Enhancing physics learning outcomes: the dual roles of conceptualisation and reasoning
Enhancing physics learning outcomes: the dual roles of conceptualisation and reasoning Why do students make errors on physics problems? Errors that directly contradict what they have been taught? Errors that don’t arise from the failure to remember the correct formula? For the past several decades, physics education researchers have focused on one compelling explanation: students arrive in the classroom with pre-formed ideas about how the world works. Even though they may blend these ideas with those presented in formal instruction, the prior conceptions often win out. According to these accounts, students’ prior knowledge has been built through rational, if imperfect, processes of observation and analysis, and any new or different ideas presented in the classroom must likewise be built, not simply received. Figuring out what ideas students bring with them to the classroom, and how to take them into account, has proven to be a complex, multi-faceted program of research that has significantly influenced physics teaching. However, it is not always the case that students produce incorrect answers through logical inferences based on incorrect or inappropriate premises – often they don’t know why they chose a particular answer, just that it seems right. “Dual-process” theories suggest that their answers might not be based on so-called “slow” thinking, which is deliberate and laborious. Instead they might be based on so-called “fast” thinking, which is automatic and effortless. The basic idea is that students immediately and effortlessly form a first-impression of a physics problem. If this impression is found to be satisfactory, it will be adopted. Otherwise, a deliberate and analytical process ensues. It is believed that this sequence cannot be “turned off.” That is, a first impression will always be formed. If it is attractive, and the benefits of engaging in more effortful thinking are not obvious, then a student may answer incorrectly, masking their conceptual knowledge. In this talk, I will discuss recent efforts to improve both conceptual understanding and reasoning skills. Examples will be chosen from first-year university-level physics.
- Urban Eriksson, LU och Saalih Allie, U. Cape Town
- John Airey, SU and UU: Teaching and Learning Physics with Disciplinary-specific Resources
- Michael Wittman, University of Maine
- Noah Finkelstein, University of Colorado
Det finns också möjlighet att skicka in abstract (senast 11 maj) för att presentera egna bidrag inom temat Representationer i lärande och undervisning om fysik eller kortare bidrag (eller poster) som presenterar något från er undervisning.
Nordiskt PER-nätverksmöte - NNPER
På förmiddagen 19 augusti 10-12, träffas de som vill diskutera med nordiska kolleger inom PER: Nordic Network on PER (NNPER)
Abstract och Presentationer av föreläsare
Paula Heron: Enhancing physics learning outcomes: the dual roles of conceptualisation and reasoning
Paula R.L. Heron is a Professor of Physics at the University of Washington. She holds a B.Sc. and an M.Sc. in physics from the University of Ottawa and a Ph.D. in theoretical physics from Western University. She joined the Physics Department at the University of Washington in 1995. Dr. Heron’s research focuses primarily on student ability to apply what they have learned about the dynamics of point particles in more advanced contexts involving elastic media, rigid bodies, etc. She has given numerous invited talks on her research at national and international meetings and in university science departments. Dr. Heron is co-Founder and co-Chair of the biannual “Foundations and Frontiers in Physics Education Research” conference series, the premier venue for physics education researchers in North America. She has served on the Executive Committee of the Forum on Education of the American Physical Society (APS), the Executive Committee of the Topical Group on Physics Education Research of the APS, the Committee on Research in Physics Education of the American Association of Physics Teachers (AAPT) and on the ad hoc National Research Council committee on the status and outlook for undergraduate physics education. She co-chaired the Joint Task Force on Undergraduate Physics Programs of the APS and AAPT, which produced the report Phys21: Preparing Physics Students for 21st Century Careers. She also serves as Associate Editor of Physical Review – PER. She was elected Fellow of the APS In 2007 and in 2008 she shared the APS Education award with colleagues Peter Shaffer and Lillian McDermott. Dr. Heron is a co-author on the upcoming 2nd Edition of Tutorials in Introductory Physics, a set of instructional materials that has been used in over 200 institutions in the US and that has been translated into German and Spanish.
Urban Eriksson, LU och Saalih Allie
John Airey, SU: Teaching and Learning Physics with Disciplinary-specific Resources
As physicists we have been extremely successful in modeling the world around us. This success is in no small part due to the creation of generally accepted ways of describing the world using a range of disciplinary resources. Physicists use a wide range of resources to communicate physics knowledge (e.g. mathematics, graphs, diagrams, spoken and written language, hands-on work with laboratory equipment, etc.). Many of these resources are highly specialized and have been developed and refined into their present form over time. It is the appropriate coordination of these different resources that allows complex physics meanings to be made and shared. Experienced physicists naturally maintain coherence as they move from one resource to the next in order to solve a physics problem. For students, however, learning to appropriately use physics resources in this way is a challenging task. This presentation addresses the critical role that resources play in the teaching and learning of physics. Research that has been carried out in this area will be summarized and a number of theoretical constructs that have been developed in the Uppsala Physics Education Research Group will be presented and illustrated using empirical data. The consequences of this research work for teaching and learning physics will be discussed. ___ Dr. John Airey is a Senior Lecturer in University Science Education at Stockholm University and a Reader in Physics Education Research at Uppsala University. He currently coordinates a four-year Swedish Research Council project comparing physics teacher training in four countries (Sweden, Finland, Singapore and England). He is also part of a second research project from the Swedish Research Council examining the relationship between semiotic resources, interactive engagement and variation theory in the teaching and learning of university science. John’s research interests focus on the use of language and other semiotic resources within the discipline of physics.