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:93fc9e86-f099-46a1-81dd-595662616257.210265@calendar.missouristate.edu CREATED:20200904T170501Z LAST-MODIFIED:20200904T170501Z LOCATION: SUMMARY:PAMS Seminar: Dr. Andrew Mason "Do They Care\, and Does It Matter? An Analysis of Learning Goals and Perceived Relevance of Introductory Ph ysics to Life Science Majors" DESCRIPTION:Dr. Andrew Mason is from the University of Central Arkansas\, Department of Physics & Astronomy\, where he does Physics Education Resea rch.\n\n\nThis seminar will be held exclusively on Zoom (955 5209 1021). Please visit the Physics Seminars page for a link.\n\n\nAbstract:Physics departments frequently have a large enrollment of life science majors in introductory physics course sequences\; a strong recent topic in physics education research regards course transformations for Introductory Physic s for Life Science (IPLS) after considering life science majors’ interest s and aims in the course. In a study at the University of Central Arkansa s\, biology majors and health science majors enrolled in introductory alg ebra-based physics demonstrated explicit achievement goals (mastery vs. p erformance) and briefly discussed perceived relevance of the course mater ial to their majors\, in a short-answer feedback survey regarding the uti lity of a metacognitive problem-solving pre-lab exercise\, as confirmed b y inter-rater reliability analysis of student responses. Students’ expres sed learning goals and perceived relevance (thus far\, separated between students who perceived no relevance and students who found some form of r elevance) were then checked against background data and against other com mon pre-post quantitative measurements of students’ conceptual understand ing and attitudes towards learning physics. Results indicate that both ac hievement goals and perceived relevance are factors with regard to attitu dinal 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>Dr .&nbsp\;Andrew Mason is from the University of Central Arkansas\, Departm ent of Physics &amp\; Astronomy\, where he does&nbsp\;Physics Education R esearch.</p>\n<p>This seminar will be held exclusively on Zoom (955 5209 1021). Please visit the&nbsp\;<a href="https://physics.missouristate.edu/ seminars.htm">Physics Seminars page</a> for a link.</p>\n<p>Abstract:<br> Physics departments frequently have a large enrollment of life science ma jors in introductory physics course sequences\; a strong recent topic in physics education research regards course transformations for Introductor y Physics for Life Science (IPLS) after considering life science majors’ interests and aims in the course. In a study at the University of Central Arkansas\, biology majors and health science majors enrolled in introduc tory algebra-based physics demonstrated explicit achievement goals (maste ry vs. performance) and briefly discussed perceived relevance of the cour se material to their majors\, in a short-answer feedback survey regarding the utility of a metacognitive problem-solving pre-lab exercise\, as con firmed by inter-rater reliability analysis of student responses. Students ’ expressed learning goals and perceived relevance (thus far\, separated between students who perceived no relevance and students who found some f orm of relevance) were then checked against background data and against o ther common pre-post quantitative measurements of students’ conceptual un derstanding and attitudes towards learning physics. Results indicate that both achievement goals and perceived relevance are factors with regard t o attitudinal pre-post shifts towards learning physics. Discussion of the results include limitations of the feedback survey and ramifications upo n future plans for IPLS course design.</p></body></html> DTSTART;TZID=America/Chicago:20200924T160000 DTEND;TZID=America/Chicago:20200924T170000 SEQUENCE:0 URL:https://physics.missouristate.edu/seminars.htm CATEGORIES:Public,Alumni,Current Students,Faculty,Future Students,Staff END:VEVENT END:VCALENDAR