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Register a new userResearch in the Resources Framework: Changing environments, consistent exploration
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Added by
Michael C. Wittmann
Publication date
2018
fields
Physics
and research's language is
English
Authors
Michael C. Wittmann
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In this paper, I discuss my personal journey through one research tradition, that of the resources framework, and how it has evolved over time. In my present work, understanding learners reasoning in physics in terms of the construction of large-scale models from small-scale resources emphasizes the person doing the constructing over the physics they are discussing. In this human-centered approach, I find value not in the correctness or incorrectness of a given response, but in the nature of construction, the individuals evaluation of their own ideas, and the communication between learners as they seek to understand each other. The resources framework has driven my attention toward a human-centered approach, and has had an effect on both my professional and personal life, in the process. In addition, events in my personal life have proven relevant to my professional work in ways that are reflected by my use of the resources framework to understand knowledge and learning.
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Across the field of education research there has been an increased focus on the development, critique, and evaluation of statistical methods and data usage due to recently created, very large data sets and machine learning techniques. In physics education research (PER), this increased focus has recently been shown through the 2019 Physical Review PER Focused Collection examining quantitative methods in PER. Quantitative PER has provided strong arguments for reforming courses by including interactive engagement, demonstrated that students often move away from scientist-like views due to science education, and has injected robust assessment into the physics classroom via concept inventories. The work presented here examines the impact that machine learning may have on physics education research, presents a framework for the entire process including data management, model evaluation, and results communication, and demonstrates the utility of this framework through the analysis of two types of survey data.
We suggest one redefinition of common clusters of questions used to analyze student responses on the Force and Motion Conceptual Evaluation (FMCE). Our goal is to move beyond the expert/novice analysis of student learning based on pre-/post-testing and the correctness of responses (either on the overall test or on clusters of questions defined solely by content). We use a resources framework, taking special note of the contextual and representational dependence of questions with seemingly similar physics content. We analyze clusters in ways that allow the most common incorrect answers to give as much, or more, information as the correctness of responses in that cluster. Furthermore, we show that false positives can be found, especially on questions dealing with Newtons Third Law.
We detail an experimental programme we have been testing in our university. Our Advanced Hackspace, attempts to give all members of the university, from students to technicians, free access to the means to develop their own interdisciplinary research ideas, with resources including access to specialized fellows and biological and chemical hacklabs. We assess the aspects of our programme that led to our community being one of the largest collectives in our university and critically examine the successes and failures of our trial programmes. We supply metrics for assessing progress and outline challenges. We conclude with future directions that advance interdisciplinary research empowerment for all university members.
We compare the results of the semi-classical (SC) and quantum-mechanical (QM) formalisms for angular-momentum changing transitions in Rydberg atom collisions given by Vrinceanu & Flannery, J. Phys. B 34, L1 (2001), and Vrinceanu, Onofrio & Sadeghpour, ApJ 747, 56 (2012), with those of the SC formalism using a modified Monte Carlo realization. We find that this revised SC formalism agrees well with the QM results. This provides further evidence that the rates derived from the QM treatment are appropriate to be used when modelling recombination through Rydberg cascades, an important process in understanding the state of material in the early universe. The rates for $Deltaell=pm1$ derived from the QM formalism diverge when integrated to sufficiently large impact parameter, $b$. Further to the empirical limits to the $b$ integration suggested by Pengelly & Seaton, MNRAS 127, 165 (1964), we suggest that the fundamental issue causing this divergence in the theory is that it does not fully cater for the finite time taken for such distant collisions to complete.
Background: Qualitative interviewing is a common tool that has been utilized by Science, Technology, Engineering, and Mathematics (STEM) education researchers to explore and describe the experiences of students, educators, or other educational stakeholders. Some interviewing techniques use co-creation of an artifact, such as a personal timeline, as a unique way to elicit a detailed narrative from a respondent. The purpose of this commentary is to describe an interview artifact called a life grid. First used and validated in medical sociology to conduct life course research, we adapted the life grid for use in research on undergraduate STEM education. We applied the life grid interview technique to two contexts: 1) students in an advance degree program reflecting on their entire undergraduate career as a biology major, and 2) students in an undergraduate physics program reflecting on a multi-week lab project. Results: We found that the life grid supported four important attributes of an interview: facilitation of the respondents agency, establishment of rapport between interviewers and respondents, enhanced depth of the respondents narratives, and the construction of more accurate accounts of events. We situate our experiences with respect to those attributes and compare them with the experiences detailed in literature. Conclusions: We conclude with recommendations for future use of the life grid technique in undergraduate STEM education research. Overall, we find the life grid to be a valuable tool to use when conducting interviews about phenomena with a chronological component.
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