AAPT_WM14program_final - page 82

Tuesday morning
Session FB: Broader Perspectives:
Active Learning Strategies
Location: Salon 6
Sponsor: Committee on International Physics Education
Co-Sponsor: Committee on Research in Physics Education
Date: Tuesday, January 7
Time: 8:30–9:50 a.m.
Presider: Genaro Zavala
8:30-9 a.m. Participationist Perspective on Model-
ing Instruction*
Invited – Eric Brewe, Florida International University, Miami, FL 33199;
United States
Vashti Sawtelle, University of Maryland
Modeling Instruction is an active learning strategy built on the
premise that science proceeds through the iterative process of model
construction, development, deployment and revision. We adopt a
participationist perspective on learning to analyze student engage-
ment in the classroom. In this presentation we provide a theoreti-
cal background on models and modeling and describe how these
theoretical elements are enacted in the introductory university physics
classroom. Using video data, we link the development of a conceptual
model to the design of the learning environment. We further discuss
the implications of culture and context on the development and enact-
ment of Modeling Instruction.
*Supported in part by NSF 0802184 & DUE 1140706
FB02: 9-9:30 a.m. An Integrated Physics and Math
Modeling-based Course
Invited – Jorge E. De La Garza, Becerra Tecnologico de Monterrey,
Av. Eugenio Garza Sada 2501, sur Monterrey, NL 64849, Mexico;
Angeles Dominguez, Tecnologico de Monterrey
A course based on Modeling Instruction that integrates the teaching
of physics and mathematics was designed and implemented at a
private university in northern Mexico. This integrated Physics 1 and
Calculus 1 course is based on the curriculum developed at Florida
International University. This integration is structured having a
modeling perspective of learning that allows the construction of
increasingly robust models and the need for more sophisticated math-
ematics as the semester progresses. Also, this course relies heavily on
active learning and cooperative learning. At the end of the semester,
students commented that they perceive a better connection between
the math and the physics topics and gains in the FCI were comparable
to those in the Honors classes at the same university. Furthermore, in
a final project done by students we found that those who used more
representations were less likely to make mistakes. The university is
working on the implementation of the entire sequence of integrated
courses in physics and mathematics for engineering students.
9:30-9:40 a.m. Phenomenon-based Learning: Using
Toys to Teach Physics
Contributed – Matthew Bobrowsky, 11300 Classical Ln., Silver Spring,
MD 20901;
In the spring, the first in a series of books on “Phenomenon-Based
Learning” (PBL) will appear. Why PBL? PISA assessments showed
that Finnish students were among the top in science proficiency lev-
els. Of 74 countries, in 2009 Finland ranked #2 in science. (The U.S.
ranked #23.) Finland is now seen as a major international leader in
education, and U.S. educators and political leaders have been travel-
ing to Finland to learn the secret of their success. The PBL teaching
philosophy combines elements of what’s done in Finland with what’s
known about effective science teaching based on science education
research to present science in ways that are both fun and educational.
The approach includes progressive inquiry, problem-based learning,
project-based learning, and, hands-on experiments. The idea is to
teach broader concepts and useful thinking and performance skills (as
with NGSS) rather than asking students to simply memorize facts.
9:40-9:50 a.m. Translation and Dissemination of
the FCI in Japan
Contributed – Michi Ishimoto, Tosayamada-cho, Kami-shi, Kochi Japan;
For a decade, the Force Concept Inventory (FCI) has been consid-
ered an effective concept inventory in Japan. Several teachers have
translated the FCI into Japanese to assess high school- and college-
level students. In 2011, these teachers amalgamated several versions
into a unified version. This presentation reports on the amalgamation
process and on the problems encountered with the translation and
implementation during this process. The unified version, along with
a preface detailing its proper use and storage for users, has been up-
loaded to the Arizona State University Modeling Instruction website. I
present the peculiar difficulties associated with translating the concept
inventory from English into Japanese (two very different languages)
and the misuses of the concept inventory owing to Japanese teachers’
misunderstanding of its purpose. A brief statistical evaluation is also
provided to verify the use of a unified translated version of the FCI for
assessing Japanese students.
Session FC: Engaging Physics and
Astronomy Students in Service
Location: Salon 7
Sponsor: Committee on Physics in Undergraduate Education
Date: Tuesday, January 7
Time: 8:30–9:40 a.m.
Presider: Kathleen Falconer
8:30-9 a.m. Service-learning Perspectives from
Engineering and Applied Science: How it Works
Invited – Suzanne Keilson*, Loyola University Maryland, Baltimore, MD
This talk will provide instructors and faculty new to service-learning
with some background on the definitions and distinctions among
service, service-learning, and engaged scholarship. Specific examples
taken from engineering and applied science fields will be presented.
Some information on national networks and resources such as Cam-
pus Compact as well as venues for scholarly publication will also be
provided. Although it may seem daunting, bringing service or service-
learning into the science classroom is a pedagogical option and one
that can have benefits in engaging students, providing them with
additional motivation for STEM studies, and help them see scientific
issues in societal and cultural contexts as well as purely technical ones.
The use of service-learning in undergraduate engineering education
has grown rapidly in the past two decades. It is seen as an excellent
methodology for meeting various accreditation learning outcomes
(ABET) that promote integrating reflection and various so-called “soft
skills” into the engineering curriculum.
*Sponsored by Nancy Donaldson
9-9:30 a.m. Service Learning in Introductory
Astronomy & Physics
Invited – Michael P. Orleski, Misericordia University, Dallas, PA 18612;
Faculty in the Physics Department at Misericordia University
incorporate Service Learning into some introductory astronomy and
physics courses. Astronomy students conduct observation sessions for
local school classes and the MU campus community. Physics students
work with not-for-profit organizations such as Habitat for Humanity
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