ﻻ يوجد ملخص باللغة العربية
While other fields such as statistics and education have examined various issues with quantitative work, few studies in physics education research (PER) have done so. We conducted a two-phase study to identify and to understand the extent of these issues in quantitative PER . During Phase 1, we conducted a focus group of three experts in this area, followed by six interviews. Subsequent interviews refined our plan. Both the focus group and interviews revealed issues regarding the lack of details in sample descriptions, lack of institutional/course contextual information, lack of reporting on limitation, and overgeneralization or overstatement of conclusions. During Phase 2, we examined 72 manuscripts that used four conceptual or attitudinal assessments (Force Concept Inventory, Conceptual Survey of Electricity and Magnetism, Brief Electricity and Magnetism Assessment, and Colorado Learning Attitudes about Science Survey). Manuscripts were coded on whether they featured various sample descriptions, institutional/course context information, limitations, and whether they overgeneralized conclusions. We also analyzed the data to see if reporting has changed from the earlier periods to more recent times. We found that not much has changed regarding sample descriptions and institutional/course context information, but reporting and overgeneralizing conclusions has improved over time. We offer some questions for researchers, reviewers, and readers in PER to consider when conducting or using quantitative work.
We present evidence from three student interactions in which two types of common solution methods for solving simple first-order differential equations are used. We describe these using the language of resources, considering epistemic games as partic
One way to foster a supportive culture in physics departments is for instructors to provide students with personal attention regarding their academic difficulties. To this end, we have developed the Guided Reflection Form (GRF), an online tool that f
In the Fall of 2013, Georgia Tech offered a flipped calculus-based introductory mechanics class as an alternative to the traditional large-enrollment lecture class. This class flipped instruction by introducing new material outside of the classroom t
The general problem of effectively using interactive engagement in non-introductory physics courses remains open. We present a three-year study comparing different approaches to lecturing in an intermediate mechanics course at the Colorado School of
In an effort to improve the quality of citizen engagement in workplace, politics, and other domains in which quantitative reasoning plays an important role, Quantitative Literacy (QL) has become the focus of considerable research and development effo