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Gifford, Julian D.; Finkelstein, Noah D. – Physical Review Physics Education Research, 2021
This paper extends prior work establishing an operationalized framework of mathematical sense making (MSM) in physics. The framework differentiates between the object being understood (either physical or mathematical) and various tools (physical or mathematical) used to mediate the sense-making process. This results in four modes of MSM that can…
Descriptors: Curriculum Design, Multiple Choice Tests, Correlation, Problem Solving
Bennett, Michael B.; Fiedler, Brett; Finkelstein, Noah D. – Physical Review Physics Education Research, 2020
Public engagement is an important component of the operation of many physics organizations, such as physics departments. However, comparatively little work has been done to systematize the study of pedagogical approaches in these informal environments, which may contain unique affordances and challenges compared to formal settings. A 2016 study…
Descriptors: Models, Informal Education, Science Education, Physics
Gifford, Julian D.; Finkelstein, Noah D. – Physical Review Physics Education Research, 2020
We present a framework designed to help categorize various sense making moves, allowing for greater specificity in describing and understanding student reasoning and also in the development of curriculum to support this reasoning. The framework disaggregates between the mechanisms of student reasoning (the cognitive "tool" that they are…
Descriptors: Mathematics Skills, Problem Solving, Physics, Thinking Skills
Quan, Gina M.; Corbo, Joel C.; Finkelstein, Noah D.; Pawlak, Alanna; Falkenberg, Karen; Geanious, Christopher; Ngai, Courtney; Smith, Clara; Wise, Sarah; Pilgrim, Mary E.; Reinholz, Daniel L. – Physical Review Physics Education Research, 2019
Cultivating institutional transformation has been of recent interest in education research. This theoretical paper presents six principles for supporting sustained change efforts at the department level. Considering change efforts at the level of "principles" is valuable because principles are grounded in theoretical and empirical…
Descriptors: STEM Education, Partnerships in Education, Organizational Change, Decision Making
Hoehn, Jessica R.; Gifford, Julian D.; Finkelstein, Noah D. – Physical Review Physics Education Research, 2019
The ontologies students use--their conceptions about the nature of entities--impact the way they learn physics and reason through physics problems. We investigate students' capacities for flexible use of ontologies in a modern physics context, focusing on students' reasoning around two quantum entities (photons and electrons) for three canonical…
Descriptors: Quantum Mechanics, Science Instruction, Thinking Skills, Logical Thinking
Hoehn, Jessica R.; Finkelstein, Noah D. – Physical Review Physics Education Research, 2018
As part of a research study on student reasoning in quantum mechanics, we examine students' use of ontologies, or the way students' categorically organize entities they are reasoning about. In analyzing three episodes of focus group discussions with modern physics students, we present evidence of the dynamic nature of ontologies, and refine prior…
Descriptors: Quantum Mechanics, Scientific Concepts, Concept Formation, Logical Thinking
Lewis, Karyn L.; Stout, Jane G.; Pollack, Steven J.; Finkelstein, Noah D.; Ito, Tiffany A. – Physical Review Physics Education Research, 2016
A number of cultural, social, environmental, and biological factors have been suggested to explain women's relatively lower representation in physics and other science, technology, engineering, and math (STEM) fields. Given its persistence, the causes of gender disparities are likely to be complex and multiply determined. In this review paper, we…
Descriptors: STEM Education, Females, Disproportionate Representation, Physics
Hinko, Kathleen A.; Madigan, Peter; Miller, Eric; Finkelstein, Noah D. – Physical Review Physics Education Research, 2016
University educators (UEs) have a long history of teaching physics not only in formal classroom settings but also in informal outreach environments. The pedagogical practices of UEs in informal physics teaching have not been widely studied, and they may provide insight into formal practices and preparation. We investigate the interactions between…
Descriptors: Teaching Methods, Physics, College Students, Interaction
Spike, Benjamin T.; Finkelstein, Noah D. – Physical Review Physics Education Research, 2016
We present a newly validated and refined framework, TA-PIVOT (TA Practices In and Views Of Teaching), for examining how physics TAs talk about and how they engage in physics teaching. This work builds upon and extends prior efforts to characterize instructors' beliefs and practices by examining both domains in parallel. We present the…
Descriptors: Teaching Assistants, Physics, Science Instruction, Teaching Methods
Baily, Charles; Finkelstein, Noah D. – Physical Review Special Topics - Physics Education Research, 2015
Most introductory quantum physics instructors would agree that transitioning students from classical to quantum thinking is an important learning goal, but may disagree on whether or how this can be accomplished. Although (and perhaps because) physicists have long debated the physical interpretation of quantum theory, many instructors choose to…
Descriptors: Science Instruction, Mechanics (Physics), Quantum Mechanics, Science Curriculum
Baily, Charles; Finkelstein, Noah D. – Physical Review Special Topics - Physics Education Research, 2010
Just as expert physicists vary in their personal stances on interpretation in quantum mechanics, instructors vary on whether and how to teach interpretations of quantum phenomena in introductory modern physics courses. In this paper, we document variations in instructional approaches with respect to interpretation in two similar modern physics…
Descriptors: Quantum Mechanics, Physics, Teaching Methods, Science Instruction
Kost-Smith, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D. – Physical Review Special Topics - Physics Education Research, 2010
Our previous research [Kost et al., Phys. Rev. ST Phys. Educ. Res. 5, 010101 (2009)] examined gender differences in the first-semester, introductory physics class at the University of Colorado at Boulder. We found that: (1) there were gender differences in several aspects of the course, including conceptual survey performance, (2) these…
Descriptors: Females, Interests, Gender Differences, Males
Baily, Charles; Finkelstein, Noah D. – Physical Review Special Topics - Physics Education Research, 2010
The perspectives of introductory classical physics students can often negatively influence how those students later interpret quantum phenomena when taking an introductory course in modern physics. A detailed exploration of student perspectives on the interpretation of quantum physics is needed, both to characterize student understanding of…
Descriptors: Introductory Courses, Quantum Mechanics, Physics, Student Attitudes
The Construction of Different Classroom Norms during Peer Instruction: Students Perceive Differences
Turpen, Chandra; Finkelstein, Noah D. – Physical Review Special Topics - Physics Education Research, 2010
This paper summarizes variations in instructors' implementation practices during Peer Instruction (PI) and shows how these differences in practices shape different norms of classroom interaction. We describe variations in classroom norms along three dimensions of classroom culture that are integral to Peer Instruction, emphasis on: (1)…
Descriptors: Student Attitudes, Classroom Techniques, Teaching Methods, Teacher Student Relationship
Turpen, Chandra; Finkelstein, Noah D. – Physical Review Special Topics - Physics Education Research, 2009
While educational reforms in introductory physics are becoming more widespread, how these reforms are implemented is less well understood. This paper examines the variation in faculty practices surrounding the implementation of educational reform in introductory physics courses. Through observations of classroom practice, we find that professors'…
Descriptors: Physics, Educational Change, Educational Practices, Curriculum Implementation
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