Targeted Sessions
Targeted Sessions offer highly interactive discussion of a
specific research topic of the organizer's choosing.
Framing PER from the broadest perspectives: examining why,
how, and to what ends our work is conducted
(Melissa Dancy and Noah Finkelstein; Monday only)
Auditorium
Participants in this workshop/discussion will use
alternative frames to critically examine the assumptions, methods, and
impacts of the PER community.
Physics for teachers and teacher effectiveness: What we
know, what we assume and what we need to find out
(Nicole Gillespie and Charles Henderson; Thursday only)
Auditorium
This roundtable discussion will explore the relationship
between physics preparation for K-12 teachers and their students'
achievement, as well as ways PER does or could contribute to the
knowledge base.
Using cognitive conflict in teaching: evolution of theory
and practice
(Eugenia Etkina, Peter Fletcher, David Shuster, and Alan Van
Heuvelen; Monday and Thursday)
Blair Dining Hall
This panel and discussion will examine the historical roots,
teaching value, and social implications of cognitive conflict (or
cognitive dissonance), and explore new developments in studies of the
brain, cognitive science, science education and physics education
research related to it.
Why are easy questions so hard for some students?
(Andrew Boudreaux, Karen Cummings, Andy Elby, Mac Stetzer;
Monday and Thursday)
Blair/Tyson 3rd Floor Lounge,
sections C & D
This targeted poster session will use examples of student
difficulties with fundamental concepts and lines of reasoning as the
basis for speculation on the reasons that very easy questions are
challenging for some students.
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