Physics Education Research Conference
Cognitive Science and Physics Education Research

Roundtable Discussions

Various Times & Rooms listed below

Roundtable Discussion A: RT-A

What we can learn from neuroscience: from encoding to n-coding

Organizers:  Lasry, Nathaniel (lasry@deas.harvard.edu) Harvard University and Aulls, Mark, McGill University

Where:  Sheraton Hotel, Tide Water A

When:  August 2 from 8:15 - 9:45 a.m.

Abstract: Dual-coding theory (Paivio, 1986) had suggested the independence of verbal and visual forms of encoding. Through a survey of recent imaging studies, a generalization of dual coding from 2 modalities (verbal and visual) to n modalities is presented and labelled n-coding. A classroom experiment presents the effectiveness of using n-coding within a cooperative group problem solving laboratory setting in a first semester mechanics course.

Roundtable Discussion B: RT-B

Student Views of Learning in a First Semester College Physics Course: A study using Q methodology

Organizers:  Ramlo, Susan (sramlo@uakron.edu) The University of Akron

Where:  Sheraton Hotel, Tide Water A

When:  August 2 from 3:45 - 5:15 p.m.

Abstract:  A PhD physicist and psychologist, William Stevenson, wrote a letter to the journal Nature 72 years ago and initiated a new way of investigating people's views of any topic now called Q methodology or Q.  Although his letter stated that this new technique offered new ways of studying educational psychology, Q has been far more prominent in fields such as marketing and political science.  Yet Q offers an opportunity for the physics education research community to investigate views related to topics of interest.    In this study, Q was used to determine the views about learning in a first semester physics course.  Students and their instructor sorted statements about learning in the classroom that were based upon the popular Likert-scale epistemology survey developed by Schommer (1990).  Details of the Q sort and analysis process will be demonstrated in this roundtable and implications of the results will be discussed.

Roundtable Discussion C: RT-C 

Experiential Learning in Physics Courses

Organizers:  Antimirova, Tetyana (antimiro@ryerson.ca) Ryerson University, Toronto, Ontario

Where:  Sheraton Hotel, Tide Water A

When:  August 2 from 1:45 - 3:15 p.m.

Abstract:  At least five factors are essential for successful experiential learning: learning by doing, learning from feedback, wanting to learn, needing to learn, and making sense. What is experiential learning, as applied to natural sciences, physics in particular? How can we use it to enhance students¿ experience?  Discovery labs, context-rich problem solving, project-based studies, discussions and debates, games, case studies, reflective writing and critique, participating in research, all these activities to some extent carry the elements of experiential learning. How to make the most of them and how effective are they from the cognitive point of view? How to incorporate service learning into science classes to make them more meaningful?