113
July 26–30, 2014
Tuesday afternoon
Several active learning samples will be displayed as follows: 1. An idea of a
fun, first class activity: Building an easy-to make balloon-powered car from
a given template and everyday materials like straw, coffee stirrer,...etc. Stu-
dents are led to compete with their own racing cars in class. A template, a
built-in sample car, students’ misunderstandings of related concepts will be
displayed. 2. A different style of lab assignment was developed. Unlike the
traditional lab report format, the focus is to encourage students to describe
the concepts in their own words according to qualitative labs. This after-lab
writing assignment helps students understand better the lab topics. Assign-
ment forms and evaluation grids were developed. 3. Combining Ranking
task and realtime (short-checking) lab idea: when students are reluctant to
accept or are not sure about the answers of some ranking task, performing
an easy set-up lab about the ranking task seems to help them to accept the
result. A ranking task, short-lab set-up pictures and students’ responses
will be displayed.
PST2B04: 5:45-6:30 p.m. Guided Inquiry Activities for a Modern
Physics Course
Poster – Jane D. Flood, Muhlenberg College, 2400 Chew St., Allentown, PA
18104-5586;
The author developed guided inquiry activities to promote learning in a
200-level modern physics class. Activities organized around the spectrum
of the hydrogen atom, superposition of waves, and solving the time-inde-
pendent Schrodinger equation in one dimension were developed according
to the principles of Project-Oriented Guided Inquiry Learning (POGIL)1.
In these application activities students work in self-managed groups to
deepen their understanding of previously introduced material. The poster
will introduce POGIL principles and discuss development, implementa-
tion, outcomes and refinements of the modern physics activities. https://
pogil.org/.
PST2B06: 5:45-6:30 p.m. Problem Solving and “Beginning with
the Physical Situation”
Poster – Dennis Gilbert, 1875 Jefferson, Eugene, OR 97402-4067; gilbertd@
lanecc.edu
This poster elaborates on moving students to “begin with the physical
situation” in problem solving and developing conceptual understanding in
calculus-based General Physics. A variety of visual tools and interventions
in class discourse will be presented, which support students in transform-
ing their approach to problems solving. These diagrams and discourse
interventions also provide students tools for greater awareness of their
evolving understanding of the nature of science and physics, level of know-
ing, problem solving, and their identity as physics learners.
PST2B07: 5-5:45 p.m. Strategies for Encouraging Qualitative
Thinking During Problem Solving
Poster – Bradley K. McCoy, Azusa Pacific University, 440 W Gladstone St.,
Azusa, CA 91702-7000;
While solving quantitative problems, novices tend to resort to formal
manipulation instead of integrating physics concepts with formulas in a
coherent manner. In contrast, experienced problem solvers habitually use
concepts as a foundational piece of their problem solving to guide their
quantitative work and to check their solutions. This poster will present
strategies for training students to use qualitative thinking and incentivizing
qualitative thinking, in the context of an introductory university physics
course.
PST2B08: 5:45-6:30 p.m. Team Analysis And Review – Using
Group Assessment for Learning
Poster – Kayt E. Frisch, Dordt College, 498 4th Ave NE, Sioux Center, IA
51250;
Team work is widely reported to be a highly desired skill by prospective
employers and professional schools. To help my students develop team-
work skills I have been using group quizzes called “Team Analysis And Re-
view” (TAARs) in my introductory algebra-based physics course. A TAAR
takes the full 50-minute class period and the students will review the mate-
while the quantitative data tells the absorbing rate according to the density
and thickness of carbon dioxide gas. We developed the method to measure
the absorbing ratio of IR light due to the density and thickness with simple
equipments.
PST2A11: 5-5:45 p.m. Observing Students’ Science Learning
Activity in the Elementary School Classrooms
Poster – YoungSeon Mz Seo, Seoul National University of Education,Seocho
1-dong, Seocho-gu Seoul, Seoul 137-742 Rep. of KOREA; miseo95@
hanmail.net
The unbalance of intelligence development can be found with ease in low
grade classes of elementary school. Lingual activities are dominant in a
science class as well as the other classes. Logic and mathematics are also es-
sential features in a science lesson. Therefore, the students who lag behind
in developing language and mathematics skills often have difficulty in
keeping up with the classes regardless of their interest and talent in science.
Also it will let the students fall into a chronically learning frustration that
is hard to get out of. We have observed the students’ activities in low grade
classes to find out how the students are different in intelligence develop-
ment. As a consequence of this research, we hope to suggest a teaching
and learning strategy in science class for the students who are late in the
development of verbal linguistic and logical mathematical intelligence.
B – Lecture and Classroom Posters
PST2B01: 5-5:45 p.m. Observing Students’ Science Learning
Activity in the Elementary School Classrooms
Poster – YoungSeon Mz Seo, Seoul National University of Education,Seocho
1-dong, Seocho-gu Seoul, Seoul 137-742 Rep. of KOREA; miseo95@
hanmail.net
The unbalance of intelligence development can be found with ease in
low grade classes of elementary school. Lingual activities are dominant
in a science class as well as the other classes. Logics and mathematics are
also essential features in a science lesson. Therefore, the students who lag
behind in developing language and mathematics skills often have difficulty
in keeping up with the classes regardless of their interest and talent in
science, in turn, it will let the students fall onto a chronically learning
frustration that is hard to get recovered. We have observed the students’
activities in low grade classes to find out how the students are different in
intelligence development. As a consequence of this research, we hope to
suggest a teaching and learning strategy in science class for the students
who are late in the development of verbal linguistic and logical mathemati-
cal intelligence.
PST2B02: 5:45-6:30 p.m. A Story of a Boy Who Loves Machines-
-Analyzing the School Life of a 1st Grade Student
Whose Talents Are Unbalanced
Poster – Hye Young Seo, Seoul National University of Education 96,
Seouchojungang-ro, Seocho-gu Seoul, 137-742 South Korea; rubi0426@
hotmail.com
Gardner’s theory of multiple intelligence suggests all people have different
kinds of intelligences. In other words, individuals have their own intel-
ligence profiles as the strengths of each eight intelligences. But these are not
enough to explain various profiles in which such intelligences are invoked
and combined to carry out the tasks, solve diverse problems, and progress
in various domains. The subject of this case study is a 1st grade student
who shows particularly great talent and creativity in machines but has
unbalanced intelligence development. We analyzed his various character-
istics through the observation of the school life, interviews and one-to-one
class according to Howard Gardner’s multiple intelligence theory. As a
consequence of the research, we discovered the possibility of the engineer-
ing intelligence existence.
PST2B03: 5-5:45 p.m. Active Learning Samples
Poster – Gowoon Choi, Florence Darlington Technical College, PO BOX
100548, Florence, SC 29502;
