PHYS 598 PER :: Physics Illinois :: University of Illinois at Urbana-Champaign

• Mazur, E. (1997). Peer Instruction: A User's Manual. Upper Saddle River: Prentice Hall.

• Read: Smith III, J. P., DiSessa, A. A., & Roschelle, J. (1994). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The journal of the learning sciences, 3(2), 115-163. (link)
• Write: reading reflection (See prompts and submit by 8 AM in Canvas)

• diSessa, A. A. (2006). A History of Conceptual Change Research: Threads and Fault Lines. In R. K. Sawyer (Ed.), The Cambridge handbook of: The learning sciences (pp. 265–281). Cambridge University Press. (link)

• Read: Sherin, B. L., Krakowski, M., & Lee, V. R. (2012). Some assembly required: How scientific explanations are constructed during clinical interviews. Journal of Research in Science Teaching, 49(2), 166-198. (link)
• Write: reading reflection (See prompts and submit by 8 AM in Canvas)

• Physics: Hammer, D. (1994). Epistemological beliefs in introductory physics. Cognition and instruction, 12(2), 151-183. (link)
• Math: Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of'well-taught'mathematics courses. Educational psychologist, 23(2), 145-166. (link) & Schoenfeld, A. H. (1989). Explorations of students' mathematical beliefs and behavior. Journal for research in mathematics education, 20(4), 338-355. (link)
  

• Redish, E. F., Saul, J. M., & Steinberg, R. N. (1998). Student expectations in introductory physics. American journal of physics, 66(3), 212-224. (link)
• Madsen, A., McKagan, S. B., & Sayre, E. C. (2015). How physics instruction impacts students’ beliefs about learning physics: A meta-analysis of 24 studies. Physical Review Special Topics-Physics Education Research, 11(1), 010115. (link)

• Elby, A. (2001). Helping physics students learn how to learn. American Journal of Physics, 69(S1), S54-S64. (link)
• Project Due: Interview analysis (submit by 8 AM in Canvas)

• Hammer, D. (2000). Student resources for learning introductory physics. American journal of physics, 68(S1), S52-S59. (link)
• Hammer, D., & Elby, A. (2003). Tapping epistemological resources for learning physics. The Journal of the Learning Sciences, 12(1), 53-90. (link)

• Read: Schwartz, D. L., & Martin, T. (2004). Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction. Cognition and instruction, 22(2), 129-184. (link)
• Read: ABCs - J is for Just-In-Time Teaching

• Kapur, M. (2008). Productive failure. Cognition and instruction, 26(3), 379-424. (link)

• No reading
• Write: Proposal for literature review (topic and initial reading ideas)

• Read: Greeno, G. J. (2005). Learning in Activity. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 79–96). Cambridge: Cambridge University Press. (link)
• Write: reading reflection

• Work on your literature review (read some papers!)

• Read: ABCs - L is for Listening and Sharing
• Read: Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In Computer supported collaborative learning (pp. 69-97). Springer Berlin Heidelberg. (link)
• Write: reading reflection v.2

• Read: ABCs - Y is for Yes I can
• Read: Marshman, E. M., Kalender, Z. Y., Nokes-Malach, T., Schunn, C., & Singh, C. (2018). Female students with A’s have similar physics self-efficacy as male students with C’s in introductory courses: A cause for alarm?. PRPER, 14(2), 020123. (link)
• Bring to class: Your questions about the figures/graphs/statistical tests in Marshman et al. We will go through each table and figure in class. Even if you don't understand everything about the stats, try to understand the main points!

• Read: ABCs - B is for Belonging
• Read: Binning, K. R., Doucette, D., Conrique, B. G., & Singh, C. (2024). Unlocking the Benefits of Gender Diversity: How an Ecological-Belonging Intervention Enhances Performance in Science Classrooms. Psychological Science, OnlineFirst. (link)
• Write: reading reflection v.2

• Read: Mervis, J. (2022). The toll of white privilege. Science, 375(6584), 952-955. (link)
• Read: Hyater-Adams, S., Fracchiolla, C., Finkelstein, N., & Hinko, K. (2018). Critical look at physics identity: An operationalized framework for examining race and physics identity. Physical Review Physics Education Research, 14(1), 010132. (link)

Class 19: slides

• Read: The Time is Now: Systemic Changes to Increase African Americans with Bachelor's Degrees in Physics and Astronomy, pp. 8-22 only (link)
• Read: Mervis, J. (2022). Can US physics overcome its record of exclusion?. Science (New York, NY), 375(6584), 950-951. (link)
• Read: McGee, E. O. (2020). Interrogating structural racism in STEM higher education. Educational Researcher, 49(9), 633-644.(link)
• Think: Following up from class - Can the 6 elements of the Critical Physics Identity Framework (Hyater-Adams et al., 2018) be connected to the experiences, events, and feelings reported on in "The Toll of White Privilege?"

• Read: ABCs - P is for Participation
• Read: John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational psychologist, 31(3-4), 191-206. (link)
• Write: reading reflection (assigned by Hamideh)

• No Class - work on your lit review

• Project: Literature Review due

• Read: Crouch, C., Watkins, J., Fagen, A., & Mazur, E. (2007). Peer Instruction: Engaging Students One-on-One, All at Once. In Redish, E., & Cooney, P. (Eds.), Research-Based Reform of University Physics (1). College Park: American Association of Physics Teachers .(pp. 1-22 only)(link)
• Read: Hammer, D. (2012). Challenges and possibilities of meaningful assessment in large lecture introductory physics. National Study of Education in Undergraduate Science. Tuscaloosa: University of Alabama. (link)
• Work on: Your Lit Review Presentation

• Read: Etkina, E., & Van Heuvelen, A. (2007). Investigative science learning environment–A science process approach to learning physics. Research-based reform of university physics, 1(1), 1-48. (link)
• Work on: Your Lit Review Presentation

• In Class: Lit Review Presentations (Sam, Maggie, Ellen, Katie, Nirvaan)

• In Class: Lit Review Presentations (Ivan, Spencer, Sarat, Daniela)

• Write: Pick 10 readings from the course and group them together by research methodology (i.e. what kind of research procedure to they use to set up data collection, what kind of analysis, what kind of conclusions, etc?) Create your categories and describe the strengths and weaknesses of each methodological category.

• Write: Pick 10 journal articles from the course and group them together by perspective on teaching and learning (i.e. what factors do they consider, what kinds of theoretical ideas do they focus on, what kinds of instructional implications do they have, etc?). Include the readings that are more theoretical that you might not have included in your research methodology categories (you can include ABCs chapters, but they don't count towards the 10 article count). Create your categories and describe the strengths and weaknesses of each perspective.