Title: Understanding and measuring student learning across time, content, and educational context
Bethany Wilcox, Assistant Professor of Physics, University of Colorado Boulder
Wednesday, September 23, 2020 at 3:00pm on Zoom
Abstract: Physics education researchers have a long history of examining students' knowledge of physics content in order to understand, and ultimately improve, students' learning. Historically, many of these investigations have targeted students' understanding of a specific concept or topic within the context of a particular course in the physics curriculum at a single institution. This applies to both qualitative studies designed to provide deeper insight into the nature of students' ideas and reasoning, as well as to quantitative studies designed to measure students' learning using validated conceptual diagnostic exams. However, longitudinal studies of how students' ideas and reasoning change over time and across different physics contexts has been less well examined. Here, I will describe several ongoing projects related to students' ideas and problem solving approaches across time and context. I will also present work aimed at developing scalable and flexible conceptual assessments that utilize advances in online platforms to facilitate meaningful comparisons of student learning across different instructors and institutions. Finally, I will discuss students' experiences in the wake of the transition to emergency remote teaching in the spring of 2020 due to COVID 19.