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2010 Summer Meeting

2011 AAPT Summer Meeting
July 30-August 3, 2011
Omaha, Nebraska


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Sessions and Events w/Abstracts

Date: Wednesday, August 03

 

Total Number of Records Found: 4

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GD:   

PER in the High School
  Location: HC 3023 & 3023A
  Date: Wednesday, Aug.03
  Time: 1:00PM - 1:30PM
  Presider: DanielĀ  Crowe,
  Co-Presiders(s): None
  Equipment: N/A
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GD01:   

Effects of Physics and Everyday Thinking in an Urban High School
  Location: HC 3023 & 3023A
  Date: Wednesday, Aug.03
  Time: 1:00PM - 1:10PM
  Author: Shelly N. Belleau, University of Colorado
9702317567, shelly.belleau@gmail.com
  Co-Author(s): Michael J. Ross
  Abstract: The Physics and Everyday Thinking (PET) curriculum is based on educational research and consists of carefully sequenced sets of activities intended to help students develop physics ideas through guided experimentation and questioning with extensive small group and whole class discussion. A high school physics teacher has adapted and implemented the PET curriculum in two urban high schools with the aim of removing barriers that typically limit student access to, and identification with, physics. Though PET was not designed for secondary physics students, this teacher has worked closely with physics education research faculty and graduate students to simultaneously implement and investigate the impact of PET on students' physics learning. Preliminary results indicate that an adapted version of PET has great potential to provide greater opportunities for access and success in understanding physics as well as the nature of science.
  Footnotes: This research is partially funded by NSF grant #DUE 934921 and sponsored by Valerie Otero, University of Colorado, Boulder
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GD02:   

Impact of the Learning Assistant Experience for High School Physics Students
  Location: HC 3023 & 3023A
  Date: Wednesday, Aug.03
  Time: 1:10PM - 1:20PM
  Author: Susan M. Nicholson-Dykstra, Northglenn High School
7209724600, susan.m.nicholsondykstra@adams12.org
  Co-Author(s): Joshua H. Cuchiaro, Valerie K Otero
  Abstract: An ongoing partnership was formed between the conceptual physics classes at an urban high school and the second-grade classes at an elementary school in the same district. During the latter half of the course, students in the high school classes learned how to create backward design lesson plans and utilize formative assessments to measure student understanding. The physics students then created lesson plans pertaining to four units of study (Newton's Laws, conservation of energy, electrostatics, and circuits), which they implemented in their partner elementary classroom. Participating physics classes were comparatively evaluated for effects on content understanding and retention, engagement, motivation, and perception of learning. Data from four classes will be presented with recommendations for continuing the elementary-secondary physics partnership. Project was partially funded by NSF grant #DUE 934921 and ING Financial Service's Unsung Hero Award.
  Footnotes: None
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GD03:   

Assessment Preparation: Impacts of Explicit Reflection Prompts on Learning
  Location: HC 3023 & 3023A
  Date: Wednesday, Aug.03
  Time: 1:20PM - 1:30PM
  Author: Emily J. Quinty
Mapleton Expeditionary School of the Arts (MESA) and University of Colorado, Boulder
720-309-2683, emily.quinty@gmail.com
  Co-Author(s): Valerie K. Otero
  Abstract: This research study addresses urban high school students' struggles with preparing for assessments. In this study, students completed a questionnaire immediately following all quizzes and tests reflecting on several aspects of test preparation: how well they thought they did and why, how they knew what to study, what specific activities helped them prepare for the assessment, and what they will do differently to prepare for the next assessment. Responses were analyzed for patterns in student language and metacognitive statements, examining trends in both individual students and classes over time. Responses were also correlated to assessment data and changes in instructional strategies. Results from this study provide insight into what students do to prepare for a quiz or test, and also reveal trends in how students interpret the purpose of reflective activities.
  Footnotes: This research is partially funded by NSF grant #DUE 934921 and sponsored by Valerie Otero, University of Colorado, Boulder.
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