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``I loved seeing how their brains worked!`` examining the role of epistemic empathy in responsive teaching
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 75 (No. 2) |
| Halaman | : | 144-154 |
| Abstrak | : | Studies in science and mathematics education have shown that teachers’ responsiveness to students’ ideas, feelings, and experiences is critical for promoting epistemic agency, disciplinary engagement, and equity. Such responsiveness is particularly important for students whose cultures, backgrounds, and funds of knowledge have been traditionally marginalized in science, technology, engineering, and mathematics (STEM) classrooms. Yet, what allows teachers to enact responsive teaching is less clear. We argue that epistemic empathy—the capacity for tuning into and appreciating learners’ intellectual and emotional experiences in constructing, communicating, and critiquing knowledge—is an essential driver of teacher responsiveness. In this work, we examine how epistemic empathy can serve to support teachers’ attention and responsiveness to students’ sensemaking experiences in the classroom and discuss emergent tensions that arise in this work. We end with implications for research and for teacher education to cultivate epistemic empathy as a resource for responsive teaching and a target for teacher learning. |
The paradox of the tight spiral pass in American football: Insights from an analytic approximate solution
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 88 (No. 9) |
| Halaman | : | 753-756 |
| Abstrak | : | In a recent paper, Price, Moss, and Gay have given a simple explanation of a paradox in the flight of a football, why the long axis of the football, contrary to intuition but in good agreement with experience, turns so that it is tangent to the path of the football. Here, we add to the analysis the assumption of only first-order differences between the direction of the velocity, the orientation of the long axis, and the direction of the total angular momentum. The result is a closed-form solution that is particularly useful in revealing the way in which nutation and precession are mixed. |
Enacting Co-Designed Socio-Scientific Issues-Based Curriculum Units: A Case of Secondary Science Teacher Learning
| Pengarang | : | Friedrichsen, Patricia J,Ke, Li,Sadler, Troy D. ,Zangori, Laura |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 1) |
| Halaman | : | 85-106 |
| Abstrak | : | Secondary science teachers participated in a socio-scientific issues (SSI) professional development (PD) during which they co-designed SSI curriculum units. In this qualitative multiple case study, we fol lowed a sub-set of eight teachers who enacted their SSI units in their classrooms and agreed to participate in the study. Clarke and Hollingsworth’s Interconnected Model of Professional Growth served as a theoretical framework. Primary data sources include one inter view at the end of the PD, and a post-enactment interview. Field notes of the PD and the SSI curriculum units were secondary data sources. Data analysis resulted in the identification of three teacher profiles: Embracers, Dismissers, and Explorers. In teaching their SSI units, the Embracers foregrounded the SSI, maintained a focus on their SSI throughout the unit, made modifications to increase rele vancy during the unit, and included an SSI culminating activity. The Dismissers equated the SSI approach to using a current topic to introduce a unit and gave little or no attention to the social dimen sions. The Explorers used the SSI to introduce their units, valued and included limited social dimensions of the issue, but did not enact a SSI culminating activity. For each of the profiles, we elaborate their teaching beliefs, learning in the PD, and perceived salient outcomes of their SSI curriculum enactment. PD implications include explicit attention to teacher beliefs, working with groups of teachers from the same school, and the need to develop an array of instructional and assessment tools to support SSI teaching. |
Numerical and analytical study of the bound states of the ??/x2 potential
| Pengarang | : | Thanh Xuan Nguyen |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 88 (No. 9) |
| Halaman | : | 746-752 |
| Abstrak | : | The quantum mechanical bound states of the −α/x2 potential are truly anomalous. We revisit this problem by adopting a slightly modified version of this potential, one that adopts a cutoff in the potential arbitrarily close to the origin. The resulting solutions are completely well-defined and “normal,” and provide us with additional insight into the solutions of the “bare” −α/x2 potential. We present results here as a case study in undergraduate research—two independent methodologies are used: one analytical (albeit with very unfamiliar non-elementary functions) and one numerical (with a very straightforward methodology). These play complementary roles in arriving at solutions and achieving insights into this problem. |
Elementary Science Teachers’ Sense-Making with Learning to Implement Engineering Design and Its Impact on Students’ Science Achievement
| Pengarang | : | Capobianco, Brenda M. ,Radloff, Jeffrey,Lehman, James D |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 1) |
| Halaman | : | 39-61 |
| Abstrak | : | As elementary schools across the U.S. continue to adopt new science education reform, attention is needed to understand how teachers make sense of using engineering design to teach science in their class room settings. This study examined fourth-grade teachers’ sense- making with learning to integrate engineering design-based science instruction and the impact their instruction had on student learning. Participants included four grade 4 classroom school teachers and 93 students. Using a mixed-methods approach, data collection entailed semi-structured interviews with teachers prior to and after implementa tion of multiple design tasks and daily classroom observations of each implementation. Student data collection included identical pre- and post-science content assessments. Interview and observation data were analyzed using open coding. Basic descriptive statistics were cal culated for the content assessments for the overall sample and by classroom. Results indicated that elementary teachers in this study who demonstrated relatively high fidelity of implementation of design- based instructional strategies had students who performed well on corresponding knowledge assessments. Additional interpretation of data suggested that teachers’ experiences with teaching design, atten tiveness to student engagement, and perception of the nature of design tasks may have influenced how and what instructional moves teachers prioritized and how students performed. Implications for examining the adaptive nature of engineering design-based science instruction, con tinuous teacher sense-making, and student learning are discussed. |
Laser diode coherence
| Pengarang | : | Tim Gfroerer |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 88 (No. 9) |
| Halaman | : | 740-745 |
| Abstrak | : | We use a Michelson interferometer to explore the spectroscopic properties of laser diode emission over a wide range of operational conditions. By studying how the interferogram changes with drive current, we demonstrate the relationship between coherence length and spectral bandwidth. At low injection current, the laser source operates more like an ordinary light-emitting diode (LED), generating a relatively broad spectrum with short coherence length. In contrast, when the drive current exceeds the single-mode lasing threshold, we obtain a steady sinusoidal interferogram throughout the movable mirror scanning range, indicative of monochromatic light. At intermediate injection, we observe a beating pattern due to the presence of multiple longitudinal lasing modes. We verify that the beat distance, or optical travel between beats, is consistent with the spectrally validated mode spacing. |
Building Teachers’ Capacity to Integrate Science and Math Content: Implications for Professional Development and Learning
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 1) |
| Halaman | : | 62-84 |
| Abstrak | : | Despite the impetus from professional organizations for science and mathematics integration, few teacher training programs provide opportunities for teachers to develop the knowledge and skills in effective content integration. This study reports on the impact of a graduate course on in-service middle school, math, and science teachers’ professional knowledge for content integration and their integration practice. This course model draws on the extant research on science and mathematics integration. Quantitative and qualitative results suggest the course increased teacher professional knowledge and improved integration practice. Integration practice was evalu ated utilizing a project-based measure: the Mathematics and Science Integration Rubric (MASIR). Results indicate that although the inte gration practice and teacher conceptions of integration moved toward a more coherent application of integrated instruction, the combination of content knowledge and teacher feedback should be targets of extended professional learning. Implications for broader professional development issues for science and mathematics tea chers are discussed. |
A first-year research experience: The Freshman Project in Physics at Loyola University Chicago
| Pengarang | : | Jonathan Bougie |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 88 (No. 9) |
| Halaman | : | 734-739 |
| Abstrak | : | Undergraduate research has become an essential mode of engaging and retaining students in physics. At Loyola University Chicago, first-year physics students have been participating in the Freshman Projects program for over twenty years, which has coincided with a period of significant growth for our department. In this paper, we describe how the Freshman Projects program has played an important role in advancing undergraduate research at Loyola and the profound impact it has made on our program. We conclude with suggestions for adoption of similar programs at other institutions. |
Plasma waves in a different frame
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 88 (No. 9) |
| Halaman | : | 723-733 |
| Abstrak | : | A tutorial description of plasma waves in a cold plasma, with emphasis on their application in plasma-based electron accelerators, is presented. The basic physics of linear plasma oscillations and waves and the principle of electron acceleration in a plasma wave are discussed without assuming any previous knowledge of plasma physics. It is shown that estimating key parameters for plasma acceleration such as the maximum or “wave breaking” amplitude and the corresponding energy gained by electrons “surfing” the wave requires a relativistic and nonlinear analysis. This can be done with little mathematical complexity by using a Lorentz transformation to a frame co-moving at the phase velocity of the wave. The transformation reduces the problem to a second-order ordinary differential equation as originally found by Chian [Plasma Phys. 21, 509 (1979)] so that the analysis can exploit the analogy with the mechanical motion of a particle in a potential well. |
Multiple approaches to incorporating scattering states in non-degenerate perturbation theory
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 88 (No. 9) |
| Halaman | : | 711-722 |
| Abstrak | : | The second-order perturbative Stark effect on the ground state of hydrogen is a typical example presented in many standard texts on quantum mechanics. Some texts miss the fact that the scattering states are significant contributors to the perturbative energy correction. The inclusion of scattering states has wider applicability than to just the Stark effect. An explicit calculation involving a finite-square well with a perturbation is used to illustrate the importance of including scattering states into the calculation. The second-order correction to the ground-state energy is obtained in three distinct ways. The first involves altering the problem by imposing additional boundary conditions at large distances to make the positive-energy spectrum discrete. The second makes use of the continuum scattering states directly. The third bypasses the use of scattering states by solving a differential equation for the first-order correction to the wave function. |