BEGIN:VCALENDAR VERSION:2.0 METHOD:PUBLISH PRODID:-//Missouri State University/Calendar of Events//EN CALSCALE:GREGORIAN X-WR-TIMEZONE:America/Chicago BEGIN:VTIMEZONE TZID:America/Chicago BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 DTSTART:20070311T020000 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU TZNAME:CDT END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 DTSTART:20071104T020000 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU TZNAME:CST END:STANDARD END:VTIMEZONE BEGIN:VEVENT UID:56248ed7-d80b-49f8-9392-b28031213e1d.206155@calendar.missouristate.edu CREATED:20200304T203811Z LAST-MODIFIED:20200304T203811Z LOCATION:Kemper Hall 206 SUMMARY:CANCELED - PAMS Seminar: Dr. Andrew Mason DESCRIPTION:"Do They Care\, and Does It Matter? An Analysis of Learning Go als and Perceived Relevance of Introductory Physics to Life Science Major s"\n\n\nAbstract: Physics departments frequently have a large enrollment of life science majors in introductory physics course sequences\; a stron g recent topic in physics education research regards course transformatio ns for Introductory Physics for Life Science (IPLS) after considering lif e science majors’ interests and aims in the course. In a study at the Uni versity of Central Arkansas\, biology majors and health science majors en rolled in introductory algebra-based physics demonstrated explicit achiev ement goals (mastery vs. performance) and briefly discussed perceived rel evance of the course material to their majors\, in a short-answer feedbac k survey regarding the utility of a metacognitive problem-solving pre-lab exercise\, as confirmed by inter-rater reliability analysis of student r esponses. Students’ expressed learning goals and perceived relevance (thu s far\, separated between students who perceived no relevance and student s who found some form of relevance) were then checked against background data and against other common pre-post quantitative measurements of stude nts’ conceptual understanding and attitudes towards learning physics. Res ults indicate that both achievement goals and perceived relevance are fac tors with regard to attitudinal pre-post shifts towards learning physics. Discussion of the results include limitations of the feedback survey and ramifications upon future plans for IPLS course design. X-ALT-DESC;FMTTYPE=text/html:<html><head><title></title></head><body><p>"D o They Care\, and Does It Matter? An Analysis of Learning Goals and Perce ived Relevance of Introductory Physics to Life Science Majors"</p>\n<p>Ab stract:&nbsp\;Physics departments frequently have a large enrollment of l ife science majors in introductory physics course sequences\; a strong re cent topic in physics education research regards course transformations f or Introductory Physics for Life Science (IPLS) after considering life sc ience majors’ interests and aims in the course. In a study at the Univers ity of Central Arkansas\, biology majors and health science majors enroll ed in introductory algebra-based physics demonstrated explicit achievemen t goals (mastery vs. performance) and briefly discussed perceived relevan ce of the course material to their majors\, in a short-answer feedback su rvey regarding the utility of a metacognitive problem-solving pre-lab exe rcise\, as confirmed by inter-rater reliability analysis of student respo nses. Students’ expressed learning goals and perceived relevance (thus fa r\, separated between students who perceived no relevance and students wh o found some form of relevance) were then checked against background data and against other common pre-post quantitative measurements of students’ conceptual understanding and attitudes towards learning physics. Results indicate that both achievement goals and perceived relevance are factors with regard to attitudinal pre-post shifts towards learning physics. Dis cussion of the results include limitations of the feedback survey and ram ifications upon future plans for IPLS course design.<span></span></p></bo dy></html> DTSTART;TZID=America/Chicago:20200326T160000 DTEND;TZID=America/Chicago:20200326T170000 SEQUENCE:0 URL:https://physics.missouristate.edu/seminars.htm CATEGORIES:Public,Alumni,Current Students,Faculty,Future Students,Staff END:VEVENT END:VCALENDAR