Santana, Lisabeth
(2024)
Improving Student Understanding of Electrostatics and Investigating Inequities in Physics Learning Environments.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Supporting students at all levels in and out of the classroom is an important goal for physics education. In this thesis, the first theme focuses on student difficul- ties with conductors and insulators and the effectiveness of a guided inquiry-based tutorial that uses research on student difficulties as a guide to improve student un- derstanding in an algebra-based introductory physics course at a large research uni- versity. Student difficulties were investigated by administering written surveys to students and conducting individual interviews with students. The tutorial acts as a scaffolding tool and provides students opportunities to strengthen their under- standing of these concepts. The effectiveness of the tutorial was measured using a post-test. The next theme broadens the scope to four introductory physics courses for science and engineering majors (Physics 174/175) and bio-science and health- related majors (Physics 110/111) to determine the characteristics of students who repeat introductory physics to get insight into possible ways to help them. This study was conducted using data spanning 13 years at a predominantly White, large research institution. The last theme focuses on investigations employing a qualitative approach to understand inequities in physics learning environments using tradition- ally marginalized students’ experiences in physics and astronomy college programs. To understand the experiences of women in undergraduate and graduate physics and astronomy programs, we conducted semi-structured empathetic interviews. The first study was conducted with graduate women of color in physics at a predominantly White, large research institution. The second set of interviews was conducted with undergraduate women at a predominantly White, large research institution. The third set of interviews was conducted with undergraduate women in a medium-sized physics department at a predominantly White small liberal arts college. Lastly, we present a comparative case study of the physics cultures in three departments, in- cluding the second and third set of interviews and a study conducted by Angela Johnson.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
27 August 2024 |
| Date Type: |
Publication |
| Defense Date: |
23 July 2024 |
| Approval Date: |
27 August 2024 |
| Submission Date: |
5 July 2024 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
480 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
Dietrich School of Arts and Sciences > Physics |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
physics education, equity, women in physics, qualitative research, interviews, tutorials, repeaters |
| Date Deposited: |
27 Aug 2024 13:23 |
| Last Modified: |
27 Aug 2024 13:23 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/46656 |
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