Increase Investment in Accessible Physics Labs: A Call to Action for the Physics Education Community
Dimitri R. Dounas-Frazer, Daniel Gillen, Catherine M. Herne, Erin Howard, Rebecca S. Lindell, G I. McGrew, J. Reid Mumford, Newton H. Nguyen, L. C. Osadchuk, Ja… 展开作者
Dimitri R. Dounas-Frazer, Daniel Gillen, Catherine M. Herne, Erin Howard, Rebecca S. Lindell, G I. McGrew, J. Reid Mumford, Newton H. Nguyen, L. C. Osadchuk, Jamie Principato Crane, Tyler M. Pugeda, Kevauna Reeves, Erin M. Scanlon, David Spiecker, Sheila Z. Xu
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51 pages; Endorsed by the AAPT Board of Directors on January 5, 2022
The American Association of Physics Teachers (AAPT) Committee on Laboratories assembled a task force whose charge was to write an open letter to the physics education community calling for increased investment in accessible lab courses. Contributors to this paper include students, staff, and faculty with and without disabilities who expressed interest in the open letter. In this document, we recognize the need for making physics laboratories more accessible in all spaces (e.g., high school courses, graduate level courses, research labs). We focus on the experiences of students with disabilities in physics lab courses at the undergraduate level because that is the context for which the writing team had the most collective experience. The intended audiences for this document consist of undergraduate physics students, staff, and faculty, especially those who have direct stake in laboratory courses; physics departments; and member societies, including AAPT.
We begin by presenting our motivation for the document and the importance of accessibility and diversity in education and the workforce. We start with the broader context of accessibility, narrowing our focus to physics education and the current state of affairs and availability of accessible resources. Accessibility is then discussed in the specific context of physics laboratory courses, focusing on how barriers are created and can be lowered. In exploring ideas and strategies for improving accessibility, we recognize that the development of multiple pathways for laboratory investigation creates opportunities to expand learning opportunities for more students in physics lab programs.
Bridging the Digital Divide: Small Language Models as a Pathway for Physics and Photonics Education in Underdeveloped Regions
LLM venture（LLM创业公司）；Max Planck Institute for the Science of Light（马克斯·普朗克光科学研究所）；Friedrich-Alexander-Universität Erlangen-Nürnberg（埃尔兰根-纽伦堡弗里德里希-亚历山大大学）
Model-Based Reasoning in the Upper-Division Physics Laboratory: Framework and Initial Results
我们回顾和扩展现有的框架建模，开发一个新的框架，描述了基于模型的推理在上师物理实验室。构建和使用模型是核心科学实践，在K-12和高等教育中获得了极大的关注。虽然建模是一个广泛适用的过程，但在物理教育中，它已优先应用于广泛适用原理的迭代开发（例如，牛顿运动定律（Newton's laws of motion in introduction mechanics）新框架的一个重要特征是，测量工具（除了正在研究的物理系统）进行建模的过程。有声思维访谈被用来完善的框架，并证明其实用性，通过记录的例子，基于模型的推理在实验室。当应用于有声思维访谈时，该框架捕捉和区分学生的基于模型的推理，并有助于确定未来的研究领域。访谈显示了学生如何有效地将建模的相似方面应用于物理系统和测量工具：构建，预测，数据解释，模型限制的识别和修订。最后，我们记录了学生在构建实验系统模型时明确阐述假设的挑战，以及由于学生先前概念理解不足而在模型构建中面临的进一步挑战。建模的角度重新构建了测量工具和仪器的许多看似任意的技术细节，作为真实和引人入胜的科学意义的机会。
