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 Past events

Page history last edited by Hannah Sabo 8 months ago

Spring 2018 Schedule:





Speaker and Title (title optional)

Supporting Materials 


 Goal Setting


 Stephen Secules


 AAPT Abstract Workshop


 Hannah Jardine


Chandra Turpen 


Erin Sohr & Brandon Johnson 
Quantum AE Data 


Job Talk Panel 





Deborah Hemmingway 
Practice Defense 


 Go to Deb's defense!
Congrats Deb! 


 Tara Slominski NDSU 


STEM - C  


 Mark Eichenlaub


 Brandon Johnson and Erin sohr




Finals week. Attendance may be reduced?





Friday 2017 Schedule: 


Fall 2017: Look at the Following Google Drive: PERG



Date  Location  Presenter   Topic  Supporting Materials 
9/6 PHYS 1324 None Goal Setting  


PHYS 1324
Deb Max Survey MAX 
9/20  PHYS 1324 Deb Max Survey  
9/27 PHYS  1324 Chandra Faculty's Reasoning about Equity  
10/4 PHYS 1324 CANCELED  
10/11  PHYS 1324 Erin Canonical Representations in Quantum Mechanics  
10/18 PHYS 1324
Ayush and Hannah S. Engineering LA Project Design  
10/25 PHYS 1324
Andy Refining Raw Intuition: An instructional strategy coupled to the knowledge-in-pieces (resources) cognitive framework  Example tutorial 
11/1 PHYS 1324
Jen It’s scary but it’s also exciting”: Evidence of meta-affective learning in science 





PHYS 1324
Vashti Sawtelle Designing for Affect through an Introductory Physics for Life Science Majors Course  
11/8 PHYS 1324
Alex  Self-Study: Collaborations between Methods Instructors and University Supervisors of Secondary Science Education Students  
11/15 PHYS 1324
Mark  Under/Over Project in the Classroom
Student Responses
11/22 PHYS 1324
11/29  PHYS 1324
Practice Defense  
12/6 PHYS 1324   Erin Practice Defense  
12/11  PSC 3150
Erin Time: 11 am!!!! Erin's Dissertation Defense <3  
12/14 or 12/15  
Gina Departmental Action Teams  







Spring 2017 Schedule:


Date  Location  Presenter   Topic  Supporting Materials 
1/26 PHYS  Stephen  UGA Job Talk  https://drive.google.com/file/d/0B4anDp19O8ByRmV0WlV4UW9ZaVU/view?usp=sharing 


BEN  All  Semester plans   
2/9  PHYS   Erin  Standard Forms in QM  
2/13  PHYS   Dimitri (Monday) Student ownership of optics projects: A multiple case study  Dimitri's files  
2/16 PHYS Everybody Working on AAPT, or other conference abstracts  
2/23  0112 Chemistry
Gabriela Weaver  Course-based Undergraduate Research Experiences (CUREs) for Higher Education in Science   
3/2  BEN   All  Paper: Brinkmann, S., & Kvale, S. (2005). Confronting the ethics of qualitative research. Journal of constructivist psychology18(2), 157-181.   
3/9  PHYS    Janet Walkoe
 Student Thinking Interviews: Representing a Bike Ride

Henry1      Henry2

Fatima1     Fatima2      Fatima3

Anders1     Anders2

John1         John2

Stephanie1     Stephanie2


3/16  BEN   Ben Dreyfus "Differential amplifiers" in PER: How does the content of physics interact with everything else we're studying?   
3/30  BEN   Sandra Loughlin (R.H. Smith) INNOVO Scholars program  
4/6  PHYS   Stina     
4/13  BEN   Hannah J 
Using discourse analysis to explore how undergraduate learning assistants (ULAs) are positioned in ULA preparation meetings led by course instructors 
4/20  PHYS   Mark  What assumptions about student thinking implicitly underlie statistical tests on survey and test data?  
4/27  Physics 1305F (Toll Room) Gina    Gina's Dissertation Defense <3
5/4 PHYS  Stephen      
5/11 Phys Alex Personal Learning Theory   
5/18 PHYS  Erin       Zander written annotated.pdf Jonah written annotated.pdf Transcript Jonah.pdfTranscript Zander.pdf




Fall 2015 Schedule:


08.25.15 Physics  Tiffany Sikorski,

Curtis Pyke, Kathleen



09.01.15 Benjamin Ayush Gupta   JRME Article     
09.08.15 Physics  Everyone  Ben Dreyfus  Who are you and what are your goals?     
09.15.15 Benjamin
(No Meeting)    
09.22.15 Physics  Vijay    Students' framing and resources in the Energy Skate Park     
09.29.15 Benjamin
Everyone Gina 

Research claims in Design-Based Research--

Sandoval, W. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences, 23(1), 18-36. 

10.06.15 Physics  Peter Hoffman   The biomedical physics program at Wayne State
10.13.15 Benjamin
Analyzing for Raced and Gendered Experiences in Physics
10.20.15 Physics  Andy
PER, mathematical sense-making, and the new AP Physics exam, or, Why hasn't Andy read my paper/blog/talk yet?
10.27.15 Benjamin
Justyna Zwolak    The Impact of Network Embeddedness on Student Persistence     
11.03.15 Physics  Elizabeth Fleming    Thinking Through Positioning Theory - An Application in an Upper-Level Undergraduate Mathematics Class     
11.10.15 Benjamin
Daniel Ginsberg  
Multimodal semiotics of mathematics teaching and learning
11.17.15 Physics  Ayush    Exploring ethnicity and gender in a physics discussion 04_Blue_Workshop.pdf    
11.24.15 Benjamin Deborah 
  Practice Proposal Defense Talk 
12.01.15 Physics Mark    How does examining a special case change the way students use and construct general formulas?

Bert's interview questions:


Bert's transcript: 



Myra, Lizzie, & Lelia's questions: 


Myra, Lizzie, & Lelia's transcript: 

12.08.15 Benjamin Jason Chen (William and Mary)  Ayush Gupta  Self-efficacy, motivation, affect ...      


Spring 2015 Schedule:


01.21.15 Physics Brian Danielak  

Life advice from Dr. Brian

(This talk runs from Noon-1:30 pm)

Who are you, and what are you trying to do this semester?
Deborah Hemingway
Chandra Turpen  
How can our research impact other stakeholders? (WORKSHOP)
02.11.15 Benjamin  Hannah Jardine
  What Influences Cooperative Learning Behaviors in an Interdisciplinary Organismal Biology Course?

PERG Present 2-11-15.pdf

Physics  Dimitri Dounas-Frazer
Gina  It’ll be a miracle if we can get this thing to work: Modeling and metacognition during the troubleshooting process




Ben D, Kim, Gina


NSBP Practice Talks

Physics  Everyone!
Gina  Group Discussion and Check-In


Ben Dreyfus (hamantashen) 

Daniel Ginsberg

  "They don't care if they have wrong answer or right answer": Agency, confidence, and the "good math student"
 Ginsberg UMD-PERG handout.pdf 








2304A Benjamin  Ben Dreyfus
Ontological dynamics of student reasoning about the particle in a box
 PERGSciEd 032515 transcript.pdf 
Physics  Gina
Research experiences as a pathway toward success in physics
PERG Transcripts 040115.pdf   
Benjamin  Kim Moore
Practice April Meeting Talk  
Physics  Katey Shirey

The Engineering Education Epistemology of a Science Teacher 

Benjamin  Deborah Hemingway
  Conveying disciplinary relationships in an interdisciplinary intro physics course 


DebHemingway_Meta-Messages One-Pager (2).pdf

DebHemingway_Selected Tags for Discussion.pdf



Benjamin  Andy 
 Why instructors other than Joe Redish should care about epistemological framing

Jan light and shadow tutorial snippet.doc

rock cycle transcript.doc  

Physics  Vijay    Students' framing and resources in the Energy Skate Park     
05.20.15 Physics  Chandra   Cultivating hope in our students: Deliberate attention to learners’ development     




Fall 2014 Schedule:


You!   Gina
What are you doing this semester? How can PERG/Sci. Ed. help? 
 Alicia Alonzo (visitor from Michigan State)
09.17.14 Benjamin  Stephen Secules    Agency and Identity within Engineering 



09.24.14 Physics  Gina Quan    Unpacking Partnership in an Arduino Environment  PERG 092314.pdf    
10.01.14 Benjamin 0220


Chris Dede  


Transforming Education: A Knowledge-Based, Innovation-Centered World

10.08.14 Physics   Katey Shirey
   Tensions across disciplinary boundaries in an engineering camp

Transcript UB day 1 staff meeting 1 v2.pdf

Transcript UB Day 2 during the volume task.pdf  

10.15.14 Benjamin2304A Katey Shirey    Tensions across disciplinary boundaries in an engineering camp
Transcript UB day 1 staff meeting 1 v3.docx    


(Toll Room)

Ben Geller's dissertation defense 


(NOTE: 12-2 pm in PHYS 1305F, the Toll Room)

Joe Redish 

Ben Geller's Defense (starts at 12 pm)


Interdisciplinary Coherence

In the Context of the Second Law of Thermodynamics

10.29.14 Benjamin  Brian Danielak, PERG/SciEd alum and genuinely good person (*with certain caveats)  Skype  Arguing Over Code: The role of group work in individual programming assignments
I can only offercookies 
11.05.14 Physics  Daniel Ginsburg    Semiotic Affordances and Limitations of Mathematics Notation    
11.12.14 Benjamin  Michael Ford  Ayush/Andy  TBD  to be posted: manuscript to read in preparation for the discussion   
11.19.14 Physics  Kim Moore 

Practice Talk for Dickinson Colloquium:

"Using Physics as a Tool for Supporting and Enhancing Our Understanding of the Life Sciences"

11.26.14 Benjamin  Closed on Thanksgiving         
12.03.14 Physics 

Dan Levin

  Something Different    
12.10.14 Benjamin  CSTE Chocolate event:  Kevin Dunbar, 12-1 PM, 2226 Benjamin  Other stuff could happen 11-12.      CSTE. Extensive chocolate 
12.17.14 Physics           




Summer 2014 Schedule:

June 2   none         
June 9 Physics  Mike Hull    Positive Attitudinal Shifts Using a Novel Combination of Reform Curricula 

Felix post transcript.pdf

Felix post work.PDF

Oval Track Worksheet.PDF

Oval Track Transcript.pdf

Felix pre work.PDF

Felix Pre Transcript.pdf  

July 14   Paul Hutchison    Reconsidering what Epistemological Framing Might Look Like     
Aug 25            


Spring 2014 Schedule:


Jan 8 Physics  
  No meeting
Jan 15 Physics 
Vashti Sawtelle 
  Modeling Student Success in Introductory Physics    
Jan 27 Benjamin  CANCELLED    No Meeting 
Feb 3 Physics Eric Kuo   

Initial ideas for studying Invention and Epistemology with PhET Simulations

Feb 10 Benjamin Tiffany Sikorski    How do students make sense of the topical sequences in responsive curricula?     
Feb 17 Physics Andy Elby     
Feb 24 Benjamin Warren Christensen Andy Elby  Investigating math/physics frame shifts in the context of matrix multiplication
Mar 3 Physics CANCELLED   Snow Day     
Mar 10 Physics Ben Dreyfus  Joe Redish Dissertation Defense!     
Mar 17 Physics SPRING BREAK        
Mar 24 Benjamin Brian Danielak    Designing an Interactive Game to Teach Design Thinking Through Circuits    
Mar 31 Physics Ben Geller 
   Sources of Affect around Interdisciplinary Sense Making
Apr 7 Benjamin Gina Quan  Jen Richards 
Supporting Students in Using Fermi Problems Outside of the Classroom  040714 Transcript.pdf    
Apr 14 Physics Alice Olmstead    Identifying productive resources of astronomy faculty 

FP2 pre-workshop interview transcript_PERG_1.pdf

FP2 pre-workshop interview transcript_PERG_2.pdf  

Apr 21 Benjamin Tiffany Sikorski         
Apr 28 Physics Ayush

  Knowledge Analysis and Interaction Analysis: And of course, Epistemology      
May 5 Benjamin Ben Dreyfus 
  Evidence for ontological blending 
Transcript for PERGSciEd 050514.pdf    
May 12 Physics Ayush        Andy 
May 19 Benjamin  





PERG/SciEd Research Meeting - Summer 2013 Schedule:


May 22
Eric Kuo
Preparing for my job talks / A role for conceptual understanding of equations in physics problem solving    
May 29
Mike Hull
Tutorials at Georgetown University - an epistemological bridge for new undergraduate physics majors
Petra Transcript.docx Petra Timeline.docx    
June 5
Laura Cathcart
Using Knowledge Space Theory to Analyze Concept Maps
June 12
June 19
June 26 (10 am, room 1305F)
Eric Kuo
DISSERTATION DEFENSE:  More than just "Plug-and-Chug": Exploring How Physics Students Make Sense with Equations    
TUESDAY, July 2 (1 pm) Ayush Gupta Integrating emotions into fine-grained accounts of students' reasoning (PERC practice talk)    
July 3 (10 am)
Gina Quan, Vashti Sawtelle, Ben Dreyfus
AAPT practice talks
July 10
Kim Moore, Wolfgang Losert
AAPT practice talks
July 17
Note: AAPT
July 24
Mike Hull
Connecting "This is like primary school!" to "This trains me to be a better primary school teacher" - Maeda case study and the 2012 survey (Tokyo Gakugei University data)
July 31
Aug 7
Brian Danielak

Epistemological Pluralism in Computing: Two Decades Later

Aug 14
Julia Gouvea The role of model-based instruction in supporting teacher change
Aug 21
Aug 28




PERG/SciEd Research Meeting - Spring 2013 Schedule:


Jan 30
Eric Kuo
Symbolic forms, epistemology...and all that jazz: seeking dissertation coherence (D-C-S)
SPECIAL TIME:  THURSDAY Jan 31 (still 1 pm) Physics Ben Van Dusen (Colorado) Making Physics Personally Meaningful to Students
Feb 6
Feb 13
Brian Danielak
Tales of Interest: Test cases for the importance of affect, identity, and framing in how students learn to program



Feb 20
Ben Dreyfus
Negative energy:  Why interdisciplinary physics requires blended ontologies
negative energy 022013 transcripts.pdf  
Feb 27
Vashti Sawtelle
Using biology experiences as a lever point for learning physics



The DNA Spring_FL12.pdf  

Mar 6
"Snow" day
Mar 13
Mike Hull (Georgetown) Tutorials - a Bridge from High School Physics to Matter & Interactions
Presentation transcript.pdf  
Mar 20
No meeting - SPRING BREAK
An egg balanced on its end
The equinox
Mar 27
Kim Moore
A Developing Lab Curriculum for Life Science Majors in Introductory Physics (NEXUS/Physics)
Apr 3
Ben Geller
Putting legs under biological heuristics
Presentation Transcript Gavin and Elena.pdf  
Apr 10
Brian Danielak
Analyzing framing and students' productive capacities in introductory programming
Apr 17
Gina Quan  Stop. Collaborate and Listen: Identifying Features of Study Groups
Apr 24
Minjung Ryu and Tiffany Sikorski (GWU)
How are group roles established among middle school students in an afterschool, bilingual science club?   
May 1
Jen Richards
Claims of consequentiality: Professional development to classroom practice
May 8
Samantha Elliott (St. Mary's College of Maryland)
Implementing a Biology Emerging Scholars Program (BioESP): the Good, the Bad and the Unknown  





Weekly PERG/Sci Ed research meeting - Fall 2012 Schedule:


Sept 6
Brian Danielak
How Can Framing Help Us Understand Students' Approaches to Programming?
Sept 13
Abigail Daane (Seattle Pacific University)
Conserving energy in physics and society: Creating an integrated model of energy and the second law of thermodynamics
Sept 20
Ben Dreyfus, Vashti Sawtelle, Chandra Turpen  (and Imogen Quinn-Turpen?)
Interdisciplinary reconciliation: Beyond Elby pairs?
Sept 27
Eric Kuo  Resources, Framing, and Transfer, and Interdisciplinary Education   
Oct 4
Suresh Joshi (Ahlcon International School, India)
Using traditional games as ILD tools enhancing conceptual understanding: A creative approach to teaching physics
 Traditional games as ILD tools.pdf
Oct 11
Andy Elby
Rethinking what Redish calls "Elby pairs":  An informal discussion
Oct 18
Michael Wittmann (University of Maine)
Discourse and Gestural Information to Understand Students' Reasoning About Damped Harmonic Motion
Oct 25
Gina Quan
Identifying the Creation and Enforcement of Socio-Physics Norms
Nov 1 Physics
Ben Geller (w/ Vashti Sawtelle and Ben Dreyfus)
Reasoning about Free Energy and Entropy in an interdisciplinary course
Nov 8 Benjamin
Tiffany Sikorski (GWU) and Lama Jaber (Tufts)

Writing about affect in education research articles



Nov 15 Physics Amy Green
Language and Learning in Elementary School Science Class
Nov 22 NO MEETING - Thanksgiving Arlo Guthrie "We decided that one big pile is better than two little piles": Breaking down disciplinary silos  
Nov 29 Benjamin Jen Richards and Ayush Gupta
Threat management in inquiry discussions

PERG Models 20121129.pdf  

PERG Transcript 20121129.pdf

Dec 6 Physics David Hawthorne and Kristi Hall
Socio-Environmental Synthesis Learning Module Development
Dec 13 Benjamin
Amy Robertson (Seattle Pacific University)
Engaging the Implicit Structure and Decisions of the Curriculum: A Missing Element in the Development of Learning Assistants' Proximal Formative Assessment Skills





Weekly PERG/Sci Ed research meeting - Spring 2012 Schedule:


Date & Location

Feb 1 -


William Doane, Bennington College &

University at Albany, SUNY

Considering liberal arts students' reasoning about computing: Driven by mechanisms or assumptions?


Feb 8 -


Elon Langbeheim,

Weizmann Institute

The evolution in student understanding of the 2nd law of thermodynamics in the context of non-ideal systems that contain inter-molecular interactions.

Feb 15 -


Paul Hutchison,

Grinnell College 

Messing about with students’ epistemological framing

Feb 22 - Benjamin
Mike Hull 

Data from students at Tokyo Gakugei University engaging with Open Source Tutorial

Feb 29 -


Richard Steinberg,


The educational system has no clothes: A view of science education from multiple perspectives

Mar 7 -


Chandra, Vashti, Ben D., Ben G., & Julia  Student Reasoning about Energy within a biological scenario

Mar 14 -


Billie Eilam, University of Haifa The triangle of inquiry, self-regulation and complex ecosystems

Mar 21 -



Mar 28 - Benjamin

Padraic Springuel 

Towards a more scientific handling of data in PER

Apr 4 -


Chandra Turpen & Jessica Watkins  The dynamics of interdisciplinary reasoning in practice: weaving together math and science.
Apr 11 - Benjamin Tiffany Sikorski  Unpacking normative claims about students' coherence seeking

Apr 18 -


Brian Danielak  

What does framing have to do with program design?


Email Exchange

Apr 25 - Benjamin Arnaldo Vaz, Universidade Federal de Minas Gerais

Degrees of Cogency of PER conclusions

May 2 -


Ayush Gupta & Jen Richards

The importance of epistemology, identity, and affect in understanding students' learning experiences

Estevan transcripts: PERG Seminar 5-2-12 Transcripts.docx











































Weekly PERG/Sci Ed research meeting - Fall 2011:

Date & Location

Sept 7 -


Eric Kuo 

Differences in how students treat approximations

in math and physics

Sept 14 - Benjamin
Tiffany Sikorski 

"Why doesn't it rain more often in San Diego?": Examples of

teachers negotiating elements of coherence while doing science

Sept 21 - Physics
Mike Hull 

Why Tutorial Was More Effective at Gakugei University

Than I Expected

Sept 28 - Benjamin
Minjung Ryu 

An Ethnographic Analysis of How Students'

Perceived Identities Shape Science Classroom Discourse

Oct 5 - Physics

Colleen Gillespie &

Jen Richards

"We can't really talk about the whys of magnetism now": Tensions associated with standardized testing in a 5th-grade classroom

Oct 12 - Benjamin
Jason Yip 

Kitchen Chemistry: Technology for Supporting

Children's Choice in Life-relevant Learning

Oct 19 - Physics

David Cavallo - UMD iSchool 


Oct 26 - Benjamin Eric Kuo

When isomorphic problems are different

111026 transcript.pdf

Nov 2 - Physics

Danielle Champney,

Eric Kuo, Angie Little 

An update from TRUSE: how students deal with approximations in math and physics

BPB02 BPB01 transcript.pdf

Nov 9 - Benjamin Sevda Yerdelen 

The impact of epistemologically and metacognitively

stimulated learning cycle on students’

conceptual and epistemological understanding.

Nov 16 - Physics Brian Danielak 

The Hardest Programming Way to Think: Representations and ways of thinking in how engineers learn to program


Nov 30 - Benjamin Vashti Sawtelle - FIU

A Gender Study Investigating Physics Self-Efficacy

Dec 7 - Physics

Luke Conlin- Tufts

How humor and irony can influence the dynamics of collaborative sensemaking in physics tutorials









































Spring 2011



Feb 3 (Th)
Chandra Turpen
Sci. Ed. Seminar 
Feb 16  (Wed)
Noah Podolefsky, CU-Boulder
Mar 2 (Wed) *
Renee Michelle Goertzen, FIU
Mar 17  (Th)*
Kristi Hall and Jen Richards 
Sci. Ed. Seminar 
Apr 7  (Th)
Apr 20  (Wed)
May 5  (Th)
May 18 (Wed)    



Fall 2010


Sept 15
Ayush Gupta

Role of Affect in Student Discussion during Physics Tutorials

Transcripts: Blue_4_1_Tran.docx Blue_4_2_Tran.docx Blue_4_3_Tran.docx Blue_4_5_Tran.docx

October 7th
SciEd. Seminar : Luke Conlin
What's so funny  about learning physics?
October 20th
Lama Jaber
Transcript: Transcripts of selected clips_ Is rain water fresh.docx
November 4th
SciEd Seminar
November 17th
 Sandy Martinuk
 Transcripts: Transcripts for Sandy's PER seminar.pdf

December 2nd

SciEd Seminar
December 15th




Scheduled speakers for Spring 2010:

January 28th: no seminar

February 4th: no seminar

February 11th: Steve Pollock, Physics Department, University of Colorado, Boulder. - CANCELLED


Title: A research-based approach to transforming an upper-division electricity and magnetism course 


Abstract: At most universities, including the University of Colorado, upper-division physics courses are taught using a traditional lecture approach that does not make use of many of the instructional techniques that have been found to improve student learning at the introductory level. We are transforming an upper-division E&M course using principles of active engagement and learning theory, guided by the results of observations, interviews, and analysis of student work at CU and elsewhere. In this informal talk I will outline these reforms – including consensus learning goals, “clicker” questions, tutorials, modified homeworks, and more – as an example of what a transformed upper-division course might look like.  We have examined the effectiveness of these reforms relative to traditional courses, based on grades, interviews, and attitudinal and conceptual surveys. Our results suggest that it is valuable to further investigate how physics is taught at the upper-division, and how education research may be applied in this context.


February 18th: Sam McKagan, McKagan Enterprises


Title: Embodied Learning Activities: Using the body symbolically to solve a physics problem


I will present a video analysis of a pedagogical technique called an Embodied Learning Activity (ELA), in which students use their bodies symbolically to solve a physics problem.  Our claim is that ELAs uniquely promote scientific reasoning.  Using the body provides affordances for grappling with deep issues in ways that other instructional techniques do not.  This claim is based on our video analysis, and on a theoretical framework grounded in Lakoff and Johnson’s work on embodied cognition and Ochs’ work on indeterminate grammatical constructions.


February 22nd: (SPECIAL TIME AND DAY): Andre Rupp, Department of Measurement, Statistics, and Evaluation, University of Maryland, College Park

(1:15-2:45 pm)

          Link to notes for Andre Rupp's talk on Monday, February 22nd

Title: Developing, Modeling, and Representing Domain-specific Expertise via Epistemic Games: A Measurement Person's View 


Abstract: Epistemic games have been promoted as innovative digital tools to promote the development of discipline-specific expertise in a particular domain such as scientific writing or urban planning.  The data structures that arise from these games are reasonably complex in that they are of a  longitudinal nature, collected from a relatively small number of learners, contain multiple contextual dependencies, arise from highly interactive tasks that require complex performance products, and are used to make inferences about association structures and intra-individual development. Even though many latent-variable methods exist to model individual aspects of such data, there is no single off-the-shelf method available that can be used to analyze these data reliably.


In this presentation, I describe some of the current thinking at the intersection of epistemic game development, evidence-centered design, and diagnostic measurement to characterize some of the modeling challenges that await creative solutions in this area. Moreover, I will discuss our own efforts to analyze the statistical properties of a particular non-parametric method called epistemic network analysis that has been proposed by researchers as a potential mechanism to represent developing expertise.


February 25th: no seminar

March 4th:

March 11th: Beth Lindsey, Physics Department, Georgetown University

Title:  Work, Energy, and Systems:  Investigating student thinking about energy in the context of mechanics


Abstract: The first law of thermodynamics states that doing work on an otherwise isolated system will cause its energy to change.  In order to apply this law correctly, students need to be able to calculate the work done on a deformable system, and then relate the work to the change in energy of the system.  I will describe an investigation into student reasoning about work, energy, and systems.  Student performance on written questions suggests that traditional instruction is insufficient to help students develop a functional understanding of these concepts. Many difficulties arise that affect students’ ability to reason about the changes in energy of an extended system. The difficulties identified by research have implications for instruction at the introductory level and in subsequent courses. These findings have prompted revisions to existing curriculum1 and guided the development of new tutorials to address many of the difficulties identified by research.  Results from two institutions will be presented to provide evidence for the effectiveness of the curriculum.    


1 Tutorials in Introductory Physics, L.C. McDermott, P.S. Shaffer and the Physics Education Group at the University of Washington, Prentice Hall (2002).


March 18th: Spring break (no seminar)

March 25th: no seminar

April 1st:  Jessica Watkins, Applied Physics Department, Harvard University

Title: Gender, mental rotations, and introductory physics


In this talk we examine an often-cited claim for gender differences in STEM participation: cognitive differences on tests of spatial ability explain achievement differences in physics. We specifically investigate the role of mental rotations in physics achievement and problem-solving, viewing mental rotations as a tool that students can use on physics problems. We first  look at student survey results for lower-level introductory students,  finding a small, but significant correlation between performance on a mental rotations test and course achievement. In contrast, we find no such relationship for students enrolled in the honors introductory course. To understand the role that mental rotations plays in physics problem-solving, we examine how students use this tool on highly-spatial physics problems in student interviews and find that mental rotation is neither necessary nor sufficient. These results suggest that the robust sex differences on mental rotation tests are of little relevance for achievement in introductory physics.


April 8th: no seminar

April 15thChauncey Monte-Sano, Department of Curriculum and Instruction, University of Maryland, College Park


Attention to Students’ Historical Thinking: A Window into Teacher Candidates’ Developing Pedagogical Content Knowledge and Disciplinary Understanding


Given students’ pre-conceptions of history as fixed information, attending to students’ historical thinking is foundational to advancing their disciplinary understanding. This article takes a first step in defining the nature of novice teachers’ attention to students’ thinking in history and the capacity of novices to attend to their students’ historical thinking. Analysis of methods course assignments, observations of student teaching, and pre and post-assessments of candidates’ disciplinary knowledge led to the construction of three cases of new teachers attending to students’ thinking. The one novice who attended to her students’ disciplinary thinking translated her disciplinary knowledge into lessons that involved analysis of text in developing interpretations. Her classroom attentions directed students to provide evidence from historical artifacts to support their conclusions and to consider author perspectives. New teachers’ proficiency in attending highlights the importance of teachers’ disciplinary understanding and pedagogical content knowledge in cultivating students’ disciplinary thinking.


April 22nd: Andrew Brantlinger, Department of Curriculum and Instruction, University of Maryland, College Park


Alternative Certification and Mathematics Education in Inner City Middle and High Schools


The New York City Teaching Fellows (NYCTF) was started in 2000 to address “the most severe teacher shortage in New York's public school system in decades” (NYCTF, 2008, p. 1). From 2004-2008, NYCTF was the largest alternative route to teacher certification program in the U.S. During that time period, NYCTF supplied two-thirds of new middle and high school mathematics teachers in the New York City Public School System. In this talk I present the results of a case study of a first-year mathematics Teaching Fellow. I focus on her family and educational background, her beliefs as a novice teacher, preparation to teach mathematics, and first year experience teaching middle school mathematics in New York City (NYC). I situate the case study using results from a larger observational and survey study of hundreds of novice mathematics Teaching Fellows.


April 29th: Eric Anderson, Department of Physics, University of Maryland, Baltimore County


Living Physics at UMBC


Future biologists and physicians increasingly need to be comfortable with the concepts and tools of physics. To that end, we have created the Living Physics Project, part of the NIH-funded Interdisciplinary Quantitative Bioscience Program at UMBC. Guided by the program’s overall goals to enhance students’ quantitative skills and to increase the biological relevancy of supporting courses in the biology curriculum, we are working with a group of biology faculty and students to reform our algebra-based introductory physics sequence. We’ll discuss new goals that we’ve set for our students, examples of new curricular materials, initial responses, and future directions.



Fall 2009 PERG Seminar


October 28th: Cindy Hmelo-Silver, Department of Educational Psychology, Rutgers University

Special Time: 1:20-2:50

Special Location: 2212B, Benjamin Building

Title: Collaborative Knowledge Building in Problem-based Learning

Abstract  .Problem-based learning (PBL) is an instructional method in which students learn  collaboratively through solving problems and reflecting on their experience.  Such collaborative learning settings provide opportunities for knowledge building as groups work to improve their collective ideas.  This presentation describes a detailed analysis of a problem-based learning group. For knowledge building to occur in the classroom, the teacher needs to create opportunities for constructive discourse in order to support student learning and collective knowledge building. The setting for this study is a group of second-year medical students working with an expert facilitator. The analysis was designed to understand how the facilitator provided opportunities for knowledge-building discourse and how the learners accomplished collective knowledge building.  Analyses examined episodes of knowledge-building discourse, the questions and statements

that the students and facilitator generated throughout the tutorial, the change in their understanding of the problem that they were solving, and the collective knowledge that was constructed.  The results indicate that the group worked to progressively improve their ideas through engaging in knowledge-building discourse. The facilitator helped support knowledge building through asking open-ended metacognitive questions and catalyzing group progress. Students took responsibility for advancing the group’s understanding as they asked many high-level questions and built on each others thinking to construct collaborative explanations.  The results of this study provide suggestions for orchestrating knowledge-building discourse.


November 4th: no seminar


November 11th: Kathy Perkins, Department of Physics, University of Colorado, Boulder

Time: 4:00-5:15

Location: 1304, Physics Building

Title: Examining the nature and role of implicit scaffolding in PhET simulations


The PhET Interactive Simulations team has created over 85 interactive simulations for learning physics and other sciences. These simulations provide flexible learning environments where students can learn through scientist-like exploration. They emphasize the connections between real life phenomena and the underlying science, make the invisible visible (e.g. electrons, photons, field vectors), and include the visual models that experts use to aid their thinking.

In this seminar, we will examine the nature and role of implicit scaffolding within the PhET sims. Through several recent and current PhET research studies, we are examining how students learn through interaction with the simulations, how the type of guidance influences that learning process, and how various design features and the complexity of the simulation enhance or deter students' “engaged exploration” of the simulations.



Fall 2009 PERG Research Meetings


September 20: Brian Danielak & the Engineering Ed. Group --

                         The Role of Emotion and Affect in Engineers' Mathematical SenseMaking (abstract) (supporting materials). We will continue

                         looking at the data that we started with last week at the SciEd Seminar - now exploring how Wanda engages in problem solving.

October 5: Ayush Gupta & the Engineering Ed. Group -- The Role of Affect and Identity in Engineers' Mathematical SenseMaking

October 19: Luke Conlin -- Modeling Cognition at Multiple Scales (paper being submitted to ICLS by Conlin, Gupta, & Hammer)

November 2:    Open

November 16: Ben Dreyfus: "Reactive Intermediates" in Students' Changing Mental Models: The Cause of Seasons

November 30: Discussion of grant proposals; read Joe Redish's and David Hammer's sample proposal to prepare.

December 14: Beth Lindsey (Georgetown University) - Title:  "Energy in mechanics and in thermodynamics:  Data in search of a deeper story"


I will be presenting two pieces of related data that I find interesting at a surface level.  I am trying to decide if these data are only interesting on that surface level, or if they could be used to tell a deeper story.  Both center on what I would describe loosely as "student ability to apply the first law of thermodynamics".  The first data set consists of student responses, from both UW and Georgetown, to a written/web-based pre-test on the first law of thermodynamics.  Questions that were asked build both on the work of Mike Loverude[1], and on work that I had done as part of my dissertation at UW.  The second data set is a few minutes of video of Georgetown students working through the UW tutorial on the First Law of Thermodynamics.  As I have not done much video analysis on my own, I look forward to your insights into the usefulness (or lack thereof) of this video.


[1]  Michael E. Loverude, Christian H. Kautz, and Paula R. L. Heron.  “Student understanding of the first law of thermodynamics:  Relating work to the adiabatic compression of an ideal gas.”  Am. J. Phys., 70, 137 – 148 (2002).



Spring 2009 PERG Seminar



         February 5: Chandralekha Singh, Department of Physics and Astronomy, University of Pittsburgh


Improving Teaching and Learning of Quantum Mechanics 


We are investigating the difficulties that students have in learning

quantum mechanics. Our investigation includes interviews with individual

students and the development and administration of free-response and

multiple-choice questions. To help improve student understanding of

quantum concepts, we are designing quantum interactive learning

tutorials (QuILTs) and clicker questions.  We will discuss the

implication of this research and development project on improving

student understanding.


          March 5: Megan Bang, TERC, Cambridge, MA


Investigating Relational Epistemologies: Improving Science Education in Native American Communities


This talk will explore meanings and cognitive implications of relational epistemologies, their cognitive consequences and implications for science education. To unpack what relational epistemologies mean at various grain sizes we have examined community-based practices involving the natural world across three communities (2 Native and 1 non-Native) and conducted a series of mini cognitive studies. Our analysis focuses on understanding the relational distance of children's reasoning in community based ways of knowing and in understanding knowledge organization and the impacts on reasoning. We have found relationships between the structure of practices and participants tendency to focus on relational understandings, their narrative structures, and the construal of the relational distance of the natural world within everyday practices. Building on these findings we have been designing and implementing science learning environments in two Native communities through a community based design process.Through our design studies we have found significant shifts in students epistemological stances towards science and science education.


          March 26: Randi Engle, Graduate School of Education, UC-Berkeley 


Could the Framing of Learning Contexts Play a Causal Role in Transfer? Initial Evidence from a Tutoring Experiment

The core of my developing situative theory of transfer is the idea that it is not just the content what students learn that matters for transfer, but also how learning contexts themselves are framed (Engle, 2006; extending Tannen, 1993; Hymes, 1972).  In particular, I predict that teachers can promote transfer by framing learning contexts in anexpansive manner in which settings are broadly defined across time, places, and people; topics are presumed to be parts of larger bodies knowledge; and students are positioned as authors whose own ideas are at the center of activity.  This contrasts with a bounded framing in which settings are narrowly defined; the sole focus is the topic being learned; and students are positioned as peripheral reporters of other people’s ideas.  To test this hypothesis my research group and I are conducting a tutoring experiment about human body systems in which we manipulate framing as expansive versus bounded while controlling for content-based mechanisms of transfer.  In this talk, I will describe the design of the experiment; present initial findings about the transfer of facts, principles, and learning practices; and solicit your advice about next steps.



April 2: Eric Brewe, Science Education, Florida International University


Threading Energy Throughout the Introductory Physics Curriculum


The Energy Thread is an approach to the organization and structure of introductory physics, which aims to provide students with powerful tools for reasoning about physical phenomena and balances the treatment of force and energy concepts. In this talk I will present motivations for the curricular reorganization and restructuring, compare an Energy Threaded curriculum with standard curriculum and present results of a problem solving research project.  These results support the view that energy concepts are essential for development of an expert-like understanding of introductory physics


April 9th: [Elizabeth Spelke @ Cognitive Science Seminar] 

April 23rd: Anna Sfard, Division of Science and Mathematics Education, University of Haifa, Israel

May 7th: Paula Heron, Department of Physics, University of Washington




EVENT: Science Education Seminar

Date: Monday, September 14, 2009

Venue: Toll Physics Building Room 4208

Time: 1:15-2:45

Who: All are welcome and everyone from Science Education and PERG are especially encouraged to attend

Speakers: Brian Danielak, Ayush Gupta, Andy Elby & the Engineering Education Group

Topic: The Role of Emotion and Affect in Engineers' Mathematical SenseMaking

Website: http://umdscienceedseminar.pbworks.com/


EVENT: PERG Crab Feast

Date: 29 Saturday 2009

Venue: Mike's Crab House, 3030 Riva Rd, Riva MD 21140

Time: 5:30 pm

Who: All people associated with the PERG group, including their children, spouses, and significant others

Contact for more information: Renee Michelle Goertzen


TIME CHANGE: Thesis defense for Brian Frank- Friday 8/07/09

Speaker: Brian Frank

Date:     7 August 2009

Time:     12 pm - 2 pm (not 3pm - 5pm)

Venue:   1305A Physics Building

Who:      Open to everyone

Topic:    The dynamics of variability in introductory physics students' thinking: examples from kinematics


EVENT: Thesis defense for Brian Frank- Friday 8/07/09

Speaker: Brian Frank

Date:     7 August 2009

Time:     3 pm - 5 pm

Venue:   1305A Physics Building

Who:      Open to everyone

Topic:    The dynamics of variability in introductory physics students' thinking: examples from kinematics


EVENT: Thesis defense for Tim McCaskey - Thursday 8/06/09

Speaker: Tim McCaksey

Date:     6 August 2009

Time:   1 pm - 3 pm     

Venue: 1305A Physics Building

Who:      Open to everyone

Topic:   Comparing and contrasting different methods for probing student epistemology and epistemological development in introductory physics

Additional Info: There will be a reception for Tim immediately after the defenese. All attendees are welcome to join us.


EVENT: PERG Group Meeting - Monday 7/20/09  

Speaker: Mike Hull

Date:     20 July 2009

Time:     12:15 p.m. - 1:45 p.m.

Venue:   1305A Physics Building

Who:      Open to everyone

Topic:    Undergraduate Engineering Students' Mathematical Sense-making

Abstract: Practice for PERC poster presentation


EVENT: PERG Group Meeting - Monday 6/29/09  

Speaker: Tiffany Sikorski

Date:     29 June 2009

Time:     12:15 p.m. - 1:45 p.m.

Venue:   1305A Physics Building

Who:      Open to everyone

Topic:    Progress in coherence seeking--what does it look like and how do we find it?

Abstract: In a paper we just submitted to a learning progressions conference, David, Victoria (SDSU) and I define progress in inquiry as "more stable engagement in inquiry practices over a wider variety of contexts." I'd like to lead an informal, data-centered discussion about the some of the empirical (and theoretical) challenges of this definition of progress, using coherence seeking as an example. Note: Participation in this discussion will require temporarily pretending that coherence seeking is an established inquiry practice.


EVENT: PERG Group Meeting - Monday 6/22/09  

Speaker: Saalih Allie

Date:     22 June 2009

Time:     12:15 p.m. - 1:45 p.m.

Venue:   1305A Physics Building

Who:      Open to everyone

Topic:    Saalih would discuss some of the current ideas that his group is pursuing.


EVENT: PERG Group Meeting - Monday 6/8/09  

Speaker: Renee Michelle Goertzen

Date:     8 June 2009

Time:     12:15 p.m. - 1:45 p.m.

Venue:   1304 Physics Building

Who:      Open to everyone

Topic:    How do tutorial TAs set the tone?

Abstract: Tutorial students learn how to "do tutorial" primarily from the explicit and implicit messages that they get from their TAs.  These messages are most clearly evident in the first few weeks of the semester, as students and TAs negotiate their expectations regarding what kinds of answers are acceptable, who leads the conversation, and what the TA's and students' roles are during their conversations. We present a case study of a TA's interaction with a group of students during the first three weeks of the semester as they "set the tone" by communicating and negotiating their expectations.




Speaker:  Leema Berland, UT Austin

Title:    A detailed discourse analysis of norms and epistemological resources influencing how one class engaged in scientific argumentation


EVENT: PERG Group Meeting - 5/11/09    

Speaker: Joe Redish

Date:     11 May 2009

Time:     12:15 p.m. - 1:45 p.m.

Venue:   1304 Physics Building

Who:      Open to everyone

Topic:    Ontology of epistemology or, "Daddy, what's an epistemological resource?"

Abstract: One of the most important contributions of the resource framework to education research is the concept of an "epistemological resource". This  was introduced by Elby and Hammer in a series of important papers ([1][2][3]).  They suggest that one's judgment as to whether one knows something is structured and dynamic.  I will propose a way to see epistemological resources as fitting in to an overall theoretical framework and propose some levels of structure that I have found useful in thinking about the development of expertise in physics problem solving.  These include "epistemological framing" and "epistemic warrants."  Discourse data from upper division and graduate physics will be presented in the hope of generating a discussion.  The key methodological issue to be discussed is, "What kind of data is needed to support proposing a new structure?"


[1] Elby & Hammer (2001), "On the substance of a sophisticated epistemology"

[2] Hammer & Elby (2002), "On the form of a personal epistemology"

[3] Hammer & Elby (2003), "Tapping students' epistemological resources"



EVENT: Science Education Seminar - Monday, 5/4/09    

Speaker: Luke Conlin

Date:     4 May 2009

Time:     12:15 p.m. - 1:45 p.m.

Venue:   2101 Benjamin Building

Who:      Open to everyone

Topic:   Fantasy, Play, and Humor in Scientific Inquiry

Abstract: Inquiry in science involves both generative and reductive aspects.  There must be

space for ideas to be generated, introduced, and developed.  Alternately, ideas

must be challenged, critiqued, and selected.  How do students navigate this

sensitive balance when doing inquiry in the science classroom?  I suggest they

often do so using fantasy, play, and humor.  In this talk, I will discuss

theories of play and humor that speak to the epistemological roles they can take

on.  I will also show video clips of students using fantasy, play, and humor in ways

that contribute to the generative and reductive aspects of scientific inquiry.  Then I

will conclude by naming all 50 state capitals in less than 2 seconds.



EVENT: PERG Group Meeting - 4/27/09    

Speaker: Renee Michelle + Anyone who choosed to participate!

Date:     27 April 2009

Time:     12:15 p.m. - 1:45 p.m.

Venue:   1304 Physics Building

Who:      Open to everyone

Topic:    Literature Review 

Abstract: I'd like to present a topic or two from my thesis work and solicit input from the group on what my lit review should contain.EVENT: Science Education Program Seminar -04/06/09

Speaker: Colleen Gillespie and Jen Richards

Date:     6 April 2009

Time:     12:15 p.m. - 1:45 p.m.

Venue:   2101, Benjamin Building

Who:      Open to everyone

Topic:    Understanding How and When Novice Teachers Attend to Student Thinking

In our presentation, we offer a case study of one novice science teacher in order to explore how and when novice teachers attend to student thinking.  We focus primarily on two classroom observations and subsequent interviews with the novice teacher, Alex, in which we see stark differences in how (and even if) Alex attends to his own students' ideas and reasoning in the classroom.  Drawing on the theoretical framework of "framing," we consider the different ways in which Alex may be framing the kinds of activities in which he is engaged, and we propose that his framing may influence how and when he attends to student thinking in his teaching.



EVENT: NACS Seminar - Silvia Bunge 3/27/09

Speaker: Silvia Bunge

Title: Neurodevelopment of reasoning ability

Time and Location: 10:15, 1103 Biosciences Research Building

Seminar Website: http://www.nacs.umd.edu/news/seminars.cfm

Abstract: The capacity to reason with complex information and to solve novel problems, often referred to as fluid reasoning, is a central characteristic of human cognition. During childhood, the emerging capacity to reason supports learning across multiple domains. Understanding this most complex of human abilities provides a daunting but compelling challenge. Brain imaging studies in adults have gained some traction on this problem by examining the neural underpinnings of a key component of fluid reasoning: relational integration, or the ability to jointly consider multiple relations between mental representations. I will provide an overview of research in my laboratory focusing on the neural substrates of relational integration in adults, as well as the changes in brain structure and function that support its development over childhood and adolescence.


EVENT: Bag lunch seminar by Dave Pritchard 3/25/09

Visitor: Dave Pritchard, MIT

Bag lunch seminar: Room 1305A

Dave will give an informal presentation of his current research in physics education.

Host: Joe Redish


EVENT: Science Education Program Seminar -03/23/09

Speaker: Anyone who chooses to participate!

Date:     23 March 2009

Time:     12:15 p.m. - 1:45 p.m.

Venue:   2101, Benjamin Building

Who:      Open to everyone

Topic:    Dr. Phil Piety--Educational Systems Information Scientist at the American Institutes for Research.


Classroom Practices and Boundary Practices: Looking at Alignment and Cohesion for Middle School Science Assessment


This paper focuses on middle school science assessment: a topic becoming increasingly important for accountability.  It is part of a larger qualitative study

into science assessment practices in a single Midwest state that collected evidence from individual schools, the state testing office, and several

organizations in between.  Comparing evidence of assessment practices for science teachers with boundary practices of the annual accountability test

(meetings, school reviews, etc.), this paper explores the potential for interoperability between these two ways of accounting for student learning.  

This perspective is relevant for designing assessment systems where the needs of accountability must be reconciled with the requirements of local classroom discourse.  This information is useful for either a two-level (ex: formative/summative) or multi-leveled (ex: interim/district instruments)

assessment program.


Oraganized by: Dan Levin & Mike Stieff, EDCI

EVENT: Special Seminar: Leslie Atkins 3/20/09

Visitor: Leslie Atkins

Date: March 20, 2009

Time: 12:00-1:30 p.m.

Venue: 2121, Benjamin Building

Topic: Justifying scientific claims: Metarules of argument

Host: David Hammer


EVENT: Sightseeing with Visiting Scholar from Japan - 3/14/09

Visitor: Jun-Ichiro Yasuda,

          Center for the Studies of Higher Education, Nagoya University

          We will be sight-seeing around downtown DC, visiting monuments and/ or museums.   Anyone 

          interested in physics education in Japan is welcome to join!

Host: Mike Hull


EVENT: Seminar by Jun-Ichiro Yasuda  3/9/09

Title: The Change of Physics Students through Participation in Teaching Development Activities

Time and Place: 4:00 1305A Physics

Abstract: The education committee by the students (ECS) was established by several students in April, 2003, with the aim of improving education in the physics department of Nagoya University. This committee was established voluntarily by the students without request from faculty members. As voluntary activity, the students of ECS plan and manage events to develop the academic ability of the students in the physics department.

 The purpose of this research is to assess the effect on students as a result of spontaneous participation in teaching development activities. At first, we propose the assumption that students will become independent learners through the activities. To verify the assumption, we interviewed the 11 member of ECS with semi open-ended questions. We learned that such a program needs more than three years for students to become aware of becoming independent learners through participating in ECS activities. The developments of the students through activities are classified as three processes: developing the ability to put things in perspective, developing the ability to plan and manage the events, becoming independent learners.


EVENT: Visiting Scholars from Japan - 3/9/09-3/13/09

Visitors: Jun-Ichiro Yasuda and Masa-Aki Tanguchi,

          Center for the Studies of Higher Education, Nagoya University

Host: Joe Redish


EVENT: Science Teaching Center Seminar - 3/9/09

Speaker: Jason Yip

Date: 9 March 2009

Time: 12:15 p.m. - 1:45 p.m.

Venue: 2101, Benjamin Building

Who: Open to everyone

Topic: Connected Chemistry

Organized by: Dan Levin & Mike Stieff, EDCI. 


EVENT: NACS Seminar - Michael Merzenich 2/13/09

Speaker: Michael Merzenich

Title: Brain Plasticity-Based Therapeutics

Time and Location: 10:15, 1103 Biosciences Research Building

Seminar Website: http://www.nacs.umd.edu/news/seminars.cfm


EVENT: Visiting Scholar from Japan - 2/17/09-2/20/09

Visitor: Dr. Naohiro Mae,

          Department of Physics, Ristumeikan University, Kyoto

Host: Mike Hull



EVENT: Michael Wittmann visiting - 2/17/09

Speaker: Michael Wittmann, University of Maine

Date: 17 February 2009

Time: 12:15 p.m. - 1:45 p.m.

Venue: 1304, Physics Building

Who: Open to everyone

Topic: Process-object Reification


EVENT: Science Teaching Center Seminar - 2/9/09

Speaker: Luke Conlin

Date: 26 January 2009

Time: 12:15 p.m. - 1:45 p.m.

Venue: 2102, Benjamin Building

Who: Open to everyone

Topic: Causal semantics of physics equations

Oraganized by: Dan Levin & Mike Stieff, EDCI. 


EVENT: PERG Research Meeting - 2/2/09

Speaker: Renee Michelle Goertzen

Date: 2 February 2009

Time: 12:15 p.m. - 1:45 p.m.

Venue: 1304, Physics Building

Who: Open to everyone

Topic: Practice AAPT talk and poster


EVENT: PERG Research Meeting - 12/15

Speaker: Brian Danielak

Date:     15 Dec. 2008

Time:     12:15 p.m. - 1:45 p.m.

Venue:   1304, Physics Building

Who:      Open to everyone

Topic:     TBA

Oraganized by: UMDPERG.


EVENT: Science Education Program Seminar - 12/08

Speaker: Kitty Tang

Date:     8 Dec. 2008

Time:     12:30 p.m. - 2:00 p.m.

Venue:   2102, Benjamin Building

Who:      Open to everyone

Topic:     TBA

Oraganized by: Dan Levin & Mike Stieff, EDCI.


EVENT: PERG Research Meeting - 12/01

Speaker: Luke Conlin

Date:     1 Dec. 2008

Time:     12:15 p.m. - 1:45 p.m.

Venue:   1304, Physics Building

Who:      Open to everyone

Topic:     TBA

Oraganized by: UMDPERG.


EVENT: Science Education Program Seminar - 11/24

Speaker: Randy McGinnis

Date:     24 Nov. 2008

Time:     12:30 p.m. - 2:00 p.m.

Venue:   2102, Benjamin Building

Who:      Open to everyone

Topic:     TBA

Oraganized by: Dan Levin & Mike Stieff, EDCI.


EVENT: PERG Seminar - 11/19

Speaker: Linda B. Smith

Date:      19 Nov. 2008

Time:     3:30 p.m. - 5:15 p.m.

Venue:   4220 Physics Building

Who:      Open to everyone

Topic:    Thinking and learning close to the sensory-motor surface creates knowledge that transcends the here-and-now

Organized by: UMD-PERG


EVENT: PERG Research Meeting - 11/17

Speaker: Amanda Woodward

Date:      17 Nov. 2008

Time:     12:15 p.m. - 1:45 p.m.

Venue:   1304 Physics Building

Who:      Open to everyone

Topic:    TBA

Organized by: UMD-PERG


EVENT: Science Education Program Seminar - 11/10

Speaker: Kelly Schalk

Date:     10 Nov. 2008

Time:     12:30 p.m. - 2:00 p.m.

Venue:   2102, Benjamin Building

Who:      Open to everyone

Topic:     A Case Study on an Undergraduate Student Interest Socio-Scientific Issues Based Curriculum Intervention

Oraganized by: Dan Levin & Mike Stieff, EDCI.


EVENT: PERG Research Meeting - 11/03

Speaker: Heather Dobbins, Joe Redish, Todd Cooke

Date:      3 Nov. 2008

Time:     12:15 p.m. - 1:45 p.m.

Venue:   1304 Physics Building

Who:      Open to everyone

Topic:    Physics for Biologists: Ongoing work + Grant Proposal

Organized by: UMD-PERG


EVENT: Science Education Program Seminar - 10/27

Speaker: David Hammer

Date:     27 Oct. 2008

Time:     12:30 p.m. - 2:00 p.m.

Venue:   2102, Benjamin Building

Who:      Open to everyone

Topic:    TBA

Oraganized by: Dan Levin & Mike Stieff, EDCI.


EVENT: PERG Research Meeting - 10/20

Speaker: Ayush

Date:      20 Oct. 2008

Time:     12:15 p.m. - 1:45 p.m.

Venue:   1304 Physics Building

Who:      Open to everyone

Topic:    On going work: "Student difficulties with equations in physics"

Organized by: UMD-PERG


EVENT: Science Education Program Seminar - 10/13

Speaker: Anyone who chooses to participate!

Date:     13 Oct. 2008

Time:     12:30 p.m. - 2:00 p.m.

Venue:   2102, Benjamin Building

Who:      Open to everyone

Topic:    Reading article on conceptual change - Chinn & Samarapungvan

Oraganized by: Dan Levin & Mike Stieff, EDCI.


EVENT: PERG Research Meeting - 10/06

Speaker: Renee Michelle Goertzen

Date:      6 Oct. 2008

Time:     12:15 p.m. - 1:45 p.m.

Venue:   1304 Physics Building

Who:      Open to everyone

Topic:    TA Buy-in

Organized by: UMD-PERG


EVENT: Science Education Program Seminar - 09/29

Speaker: Stieff Group

Date:     15 Sept. 2008

Time:     12:30 p.m. - 2:00 p.m.

Venue:   2102, Benjamin Building

Who:      Open to everyone

Topic:    TBA

Oraganized by: Dan Levin & Mike Stieff, EDCI.


EVENT: PERG Research Meeting - 09/22 - CANCELLED!

Speaker: Brian Frank

Date:      22 Sept. 2008

Time:     12:15 p.m. - 1:45 p.m.

Venue:   1304 Physics Building

Who:      Open to everyone

Topic:   Practice Job Talk

Organized by: UMD-PERG


EVENT: Science Education Program Seminar - 09/15

Speaker: Dan Levin

Date:     15 Sept. 2008

Time:     12:15 p.m. - 1:45 p.m.

Venue:   TBA

Who:      Open to everyone

Topic:    TBA

Oraganized by: Dan Levin & Mike Stieff, EDCI.


EVENT: Cognitive Science Colloquim - 09/11

Speaker: Randy Gallistel

Date:     11 Sept. 2008

Time:     3:30 p.m. - 5:30 p.m.

Venue:   1103 Bioscience Research Building

Who:      Open to everyone

Topic:    TBA

Organized by: UMD-Cog. Sci. Colloquim Committee.


EVENT: PERG Research Meeting - 09/08 - CANCELLED


Date:      8 Sept. 2008

Time:     12:15 p.m. - 1:45 p.m.

Venue:   1304 Physics Building

Who:      Open to everyone

Topic:    TBA

Organized by: UMD-PERG


EVENT: PERG Research Meeting - 08/11

Speaker: Ayush

Date:     11 Aug, 2008

Time:     12:30 p.m. - 2:00 p.m.

Venue:   1219 Physics Building

Who:      Open to everyone

Topic:    Graduate Student Interview on Heat

Posted by: Ayush


EVENT: PERG Research Meeting - 07/28

Speaker: Everyone

Date:     28 July, 2008

Time:     12:30 p.m. - 2:00 p.m.

Venue:   1219 Physics Building

Who:     Open to everyone

Topic:    Conversations around: ICLS, AAPT, PERC - what we saw, conquered, learned, or did not!

Posted by: Ayush


EVENT: PERG Research Meeting - 07/14

Speaker: Talk (Ayush) + Poster Session (Renee Michelle, Brian, and Ayush)

Date:     14 July, 2008

Time:     12:30 p.m. - 2:00 p.m.

Venue:   1219 Physics Building

Who:     Open to everyone

Posted by: Ayush


EVENT: Intro Physics for Biology Students Coordinating Committee Meeting - 07/10

Organized by: Todd Cooke, Heather Dobbins, Joe Redish

Date: 10 July 2008

Time: 12:30-2:30 p.m.

Location: 1305A Physics Building

*Lunch provided

Posted by: Heather


EVENT: Dissertation Defense - Tom Bing

Speaker: Tom Bing

Date: 8 July, 2008

Time: 10:00 a.m.

Venue: 4316, Physics Building

Posted by: Ayush


EVENT: PERG Research Meeting - 07/07

Speaker: Tom Bing and Renee Michelle Goertzen

Date:     7 July, 2008

Time:     12:30 p.m. - 2:00 p.m.

Venue: 1219 Physics Building

Posted by: Ayush


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