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Physical Review Physics Education Research
Number of Followers: 7  Open Access journalISSN (Print) 1554-9178 - ISSN (Online) 2469-9896 Published by APS  [14 journals]
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- Ongoing effects of pandemic-imposed learning environment disruption on
student attitudes
Authors: Teemu Hynninen; Henna Pesonen, Olli Lintu, Petriina Paturi
First page: 010101
Abstract: Author(s): Teemu Hynninen, Henna Pesonen, Olli Lintu, and Petriina Paturi
In person introductory physics courses provide sufficient support to allow most low-performing students to pass, while remote learning during COVID did not.
[Phys. Rev. Phys. Educ. Res. 19, 010101] Published Thu Jan 05, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010101 (2023)
PubDate: 2023-01-05T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010101
Issue No: Vol. 19, No. 1 (2023)
- Graduate program reform in one department of physics and astronomy: From
tragedy to more progressive policies and an evolving culture
Authors: Ramón Barthelemy; MacKenzie Lenz, Alexis Knaub, Jordan Gerton, Pearl Sandick
First page: 010102
Abstract: Author(s): Ramón Barthelemy, MacKenzie Lenz, Alexis Knaub, Jordan Gerton, and Pearl Sandick
Policy changes can make a difference in the lives of graduate students, and help mitigate potential negative experiences, but may not address all challenges and issues within a department’s culture.
[Phys. Rev. Phys. Educ. Res. 19, 010102] Published Mon Jan 09, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010102 (2023)
PubDate: 2023-01-09T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010102
Issue No: Vol. 19, No. 1 (2023)
- Analysis and comparison of students’ conceptual understanding of
symmetry arguments in Gauss’s and Ampere’s laws
Authors: Esmeralda Campos; Eder Hernandez, Pablo Barniol, Genaro Zavala
First page: 010103
Abstract: Author(s): Esmeralda Campos, Eder Hernandez, Pablo Barniol, and Genaro Zavala
In introductory physics, problem solving with Gauss’s and Ampere’s laws should start with their full integral or differential form rather than with a simplified version.
[Phys. Rev. Phys. Educ. Res. 19, 010103] Published Tue Jan 24, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010103 (2023)
PubDate: 2023-01-24T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010103
Issue No: Vol. 19, No. 1 (2023)
- Students’ difficulties with the Dirac delta function in quantum
mechanics
Authors: Tao Tu; Chuan-Feng Li, Jin-Shi Xu, Guang-Can Guo
First page: 010104
Abstract: Author(s): Tao Tu, Chuan-Feng Li, Jin-Shi Xu, and Guang-Can Guo
Undergraduate quantum mechanics students make a variety of errors when attempting to use delta functions to solve problems.
[Phys. Rev. Phys. Educ. Res. 19, 010104] Published Wed Feb 01, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010104 (2023)
PubDate: 2023-02-01T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010104
Issue No: Vol. 19, No. 1 (2023)
- How instructors can view knowledge to implement culturally relevant
pedagogy
Authors: Clausell Mathis; Abigail R. Daane, Brandon Rodriguez, Jessica Hernandez, Tra Huynh
First page: 010105
Abstract: Author(s): Clausell Mathis, Abigail R. Daane, Brandon Rodriguez, Jessica Hernandez, and Tra Huynh
Physics instructors’ conceptions of knowledge can be entangled with their enactment of culturally relevant pedagogy; improving instructor conceptions might be one route to increase the use of culturally relevant instruction.
[Phys. Rev. Phys. Educ. Res. 19, 010105] Published Tue Feb 07, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010105 (2023)
PubDate: 2023-02-07T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010105
Issue No: Vol. 19, No. 1 (2023)
- Correlations between student connectivity and academic performance: A
pandemic follow-up
Authors: Nathan Crossette; Lincoln D. Carr, Bethany R. Wilcox
First page: 010106
Abstract: Author(s): Nathan Crossette, Lincoln D. Carr, and Bethany R. Wilcox
The context and environment in which a course is situated play more important roles in fostering a correlation between student collaboration and course performance than whether the course format is virtual, hybrid, or in-person.
[Phys. Rev. Phys. Educ. Res. 19, 010106] Published Wed Feb 08, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010106 (2023)
PubDate: 2023-02-08T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010106
Issue No: Vol. 19, No. 1 (2023)
- Taking on a manager role can support women’s physics lab identity
development
Authors: Emily M. Stump; Matthew Dew, Sophia Jeon, N. G. Holmes
First page: 010107
Abstract: Author(s): Emily M. Stump, Matthew Dew, Sophia Jeon, and N. G. Holmes
Undergraduate physics instructors should structure group work in such a way as to support women in taking on leadership roles.
[Phys. Rev. Phys. Educ. Res. 19, 010107] Published Thu Feb 09, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010107 (2023)
PubDate: 2023-02-09T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010107
Issue No: Vol. 19, No. 1 (2023)
- Investigating the efficacy of attending to reflexive cognitive processes
in the context of Newton’s second law
Authors: J. Caleb Speirs; Robyn Leuteritz, Thanh K. Lê, Rose Deng, Shawn W. Ell
First page: 010108
Abstract: Author(s): J. Caleb Speirs, Robyn Leuteritz, Thanh K. Lê, Rose Deng, and Shawn W. Ell
Instructional approaches should seek to improve explicit reflective reasoning processes as well as implicit reflexive processes.
[Phys. Rev. Phys. Educ. Res. 19, 010108] Published Tue Feb 14, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010108 (2023)
PubDate: 2023-02-14T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010108
Issue No: Vol. 19, No. 1 (2023)
- Intuition in quantum mechanics: Student perspectives and expectations
Authors: Giaco Corsiglia; Steven Pollock, Gina Passante
First page: 010109
Abstract: Author(s): Giaco Corsiglia, Steven Pollock, and Gina Passante
The majority of students enter quantum mechanics expecting the subject to be nonintuitive or less intuitive than other courses.
[Phys. Rev. Phys. Educ. Res. 19, 010109] Published Tue Feb 21, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010109 (2023)
PubDate: 2023-02-21T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010109
Issue No: Vol. 19, No. 1 (2023)
- Examining reasons undergraduate women join physics
Authors: Maxwell Franklin; Eric Brewe, Annette R. Ponnock
First page: 010110
Abstract: Author(s): Maxwell Franklin, Eric Brewe, and Annette R. Ponnock
Women who join physics because of the community are less likely to remain in physics after finishing their undergraduate studies.
[Phys. Rev. Phys. Educ. Res. 19, 010110] Published Tue Feb 21, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010110 (2023)
PubDate: 2023-02-21T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010110
Issue No: Vol. 19, No. 1 (2023)
- Evidence for a normal distribution of normalized gains
Authors: Vincent P. Coletta
First page: 010111
Abstract: Author(s): Vincent P. Coletta
Class normalized gains over the population of courses is consistent with a normal distribution.
[Phys. Rev. Phys. Educ. Res. 19, 010111] Published Tue Feb 21, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010111 (2023)
PubDate: 2023-02-21T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010111
Issue No: Vol. 19, No. 1 (2023)
- Inhibitory control involvement in overcoming the position-velocity
indiscrimination misconception among college physics majors
Authors: Jiabei Lin; Yuting Xing, Yudi Hu, Jian Zhang, Lei Bao, Kaiqing Luo, Keke Yu, Yang Xiao
First page: 010112
Abstract: Author(s): Jiabei Lin, Yuting Xing, Yudi Hu, Jian Zhang, Lei Bao, Kaiqing Luo, Keke Yu, and Yang Xiao
Experimental evidence in support of models of conceptual change advocating the coexistence of alternative conceptions, where initial misconceptions are surpassed by rather than entirely supplanted by scientific conceptions.
[Phys. Rev. Phys. Educ. Res. 19, 010112] Published Thu Feb 23, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010112 (2023)
PubDate: 2023-02-23T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010112
Issue No: Vol. 19, No. 1 (2023)
- Investigating learning assistants’ use of questioning in online courses
about introductory physics
Authors: Jianlan Wang; Yuanhua Wang, Kyle Wipfli, Beth Thacker, Stephanie Hart
First page: 010113
Abstract: Author(s): Jianlan Wang, Yuanhua Wang, Kyle Wipfli, Beth Thacker, and Stephanie Hart
Two new instruments to assess learning assistants’ pedagogical content knowledge related to questioning in the context of introductory physics.
[Phys. Rev. Phys. Educ. Res. 19, 010113] Published Thu Feb 23, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010113 (2023)
PubDate: 2023-02-23T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010113
Issue No: Vol. 19, No. 1 (2023)
- Development and validation of a conceptual survey instrument to evaluate
senior high school students’ understanding of electrostatics
Authors: Shuaishuai Mi; Jianqiang Ye, Yan Li, Hualin Bi
First page: 010114
Abstract: Author(s): Shuaishuai Mi, Jianqiang Ye, Yan Li, and Hualin Bi
The development and validation of a conceptual survey to assess introductory physics students’ understanding of electrostatics.
[Phys. Rev. Phys. Educ. Res. 19, 010114] Published Tue Feb 28, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010114 (2023)
PubDate: 2023-02-28T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010114
Issue No: Vol. 19, No. 1 (2023)
- Race-evasive frames in physics and physics education: Results from an
interview study
Authors: Amy D. Robertson; Verónica Vélez, W. Tali Hairston, Eduardo Bonilla-Silva
First page: 010115
Abstract: Author(s): Amy D. Robertson, Verónica Vélez, W. Tali Hairston, and Eduardo Bonilla-Silva
Race consciousness encourages physicists to become aware of the ways in which white supremacy shapes physics culture and imagine how to make physics a more equitable discipline.
[Phys. Rev. Phys. Educ. Res. 19, 010115] Published Wed Mar 01, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010115 (2023)
PubDate: 2023-03-01T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010115
Issue No: Vol. 19, No. 1 (2023)
- Students’ views about experimental physics in a large-enrollment
introductory lab focused on experimental scientific practices
Authors: Nidhal Sulaiman; Alexandra Werth, H. J. Lewandowski
First page: 010116
Abstract: Author(s): Nidhal Sulaiman, Alexandra Werth, and H. J. Lewandowski
Students can have different lab experiences depending on their identity; this should be accounted for when designing instruction.
[Phys. Rev. Phys. Educ. Res. 19, 010116] Published Thu Mar 02, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010116 (2023)
PubDate: 2023-03-02T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010116
Issue No: Vol. 19, No. 1 (2023)
- Implementation and goals of quantum optics experiments in undergraduate
instructional labs
Authors: Victoria Borish; H. J. Lewandowski
First page: 010117
Abstract: Author(s): Victoria Borish and H. J. Lewandowski
Single-photon experiments are used to teach quantum phenomena in a wide variety of ways and with a wide variety of learning goals.
[Phys. Rev. Phys. Educ. Res. 19, 010117] Published Fri Mar 03, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010117 (2023)
PubDate: 2023-03-03T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010117
Issue No: Vol. 19, No. 1 (2023)
- Sensemaking and scientific modeling: Intertwined processes analyzed in the
context of physics problem solving
Authors: Amogh Sirnoorkar; Paul D. O. Bergeron, James T. Laverty
First page: 010118
Abstract: Author(s): Amogh Sirnoorkar, Paul D. O. Bergeron, and James T. Laverty
An examination of the interplay between modeling and sensemaking in the solving of physics problems.
[Phys. Rev. Phys. Educ. Res. 19, 010118] Published Wed Mar 08, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010118 (2023)
PubDate: 2023-03-08T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010118
Issue No: Vol. 19, No. 1 (2023)
- Predicting community college astronomy performance through logistic
regression
Authors: Zachary Richards; Angela M. Kelly
First page: 010119
Abstract: Author(s): Zachary Richards and Angela M. Kelly
Enrolling in a community college astronomy course has the potential to make STEM fields accessible to students who might not otherwise have this aspiration or opportunity.
[Phys. Rev. Phys. Educ. Res. 19, 010119] Published Wed Mar 22, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010119 (2023)
PubDate: 2023-03-22T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010119
Issue No: Vol. 19, No. 1 (2023)
- Endorsement of gender stereotypes affects high school students’
science identity
Authors: Silvia Galano; Antonella Liccardo, Anna Lisa Amodeo, Marianna Crispino, Oreste Tarallo, Italo Testa
First page: 010120
Abstract: Author(s): Silvia Galano, Antonella Liccardo, Anna Lisa Amodeo, Marianna Crispino, Oreste Tarallo, and Italo Testa
It is important to focus on girls’ own perception of competency and responsibility in addition to focusing on sense of belonging and recognition.
[Phys. Rev. Phys. Educ. Res. 19, 010120] Published Wed Mar 22, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 010120 (2023)
PubDate: 2023-03-22T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.010120
Issue No: Vol. 19, No. 1 (2023)
- Online test administration results in students selecting more responses to
multiple-choice-multiple-response items
Authors: Alexis Olsho; Trevor I. Smith, Philip Eaton, Charlotte Zimmerman, Andrew Boudreaux, Suzanne White Brahmia
First page: 013101
Abstract: Author(s): Alexis Olsho, Trevor I. Smith, Philip Eaton, Charlotte Zimmerman, Andrew Boudreaux, and Suzanne White Brahmia
Online and paper administration methods of multiple-choice-multiple-response test items provide different pictures of student reasoning.
[Phys. Rev. Phys. Educ. Res. 19, 013101] Published Thu Feb 02, 2023
Citation: Phys. Rev. Phys. Educ. Res. 19, 013101 (2023)
PubDate: 2023-02-02T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.19.013101
Issue No: Vol. 19, No. 1 (2023)
- Editorial: Announcing the PRPER Statistical Modeling Review Committee
(SMRC)
Authors: Charles Henderson
First page: 020001
Abstract: Author(s): Charles Henderson
[Phys. Rev. Phys. Educ. Res. 18, 020001] Published Tue Nov 22, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020001 (2022)
PubDate: 2022-11-22T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020001
Issue No: Vol. 18, No. 2 (2022)
- Phenomenographic analysis of students’ conceptual understanding of
electric and magnetic interactions
Authors: Eder Hernandez; Esmeralda Campos, Pablo Barniol, Genaro Zavala
First page: 020101
Abstract: Author(s): Eder Hernandez, Esmeralda Campos, Pablo Barniol, and Genaro Zavala
Different visual representations can influence student responses to questions about electric and magnetic phenomena.
[Phys. Rev. Phys. Educ. Res. 18, 020101] Published Thu Jul 07, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020101 (2022)
PubDate: 2022-07-07T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020101
Issue No: Vol. 18, No. 2 (2022)
- Assessment of knowledge integration in student learning of simple electric
circuits
Authors: Zengze Liu; Sudong Pan, Xiangqun Zhang, Lei Bao
First page: 020102
Abstract: Author(s): Zengze Liu, Sudong Pan, Xiangqun Zhang, and Lei Bao
A concept test for simple electric circuits is effective in identifying features of knowledge integration, including context dependence and fragmentation of knowledge components, memorization-based problem solving, difficulty in transfer to novel contexts, and lack of meaningful connections between microscopic and macroscopic models of electric current.
[Phys. Rev. Phys. Educ. Res. 18, 020102] Published Mon Jul 11, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020102 (2022)
PubDate: 2022-07-11T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020102
Issue No: Vol. 18, No. 2 (2022)
- Percent grade scale amplifies racial or ethnic inequities in introductory
physics
Authors: Cassandra A. Paul; David J. Webb
First page: 020103
Abstract: Author(s): Cassandra A. Paul and David J. Webb
Switching from percent scale grading scale to a 4.0 grade scale reduces equity gaps by 20-25% without making any other course changes.
[Phys. Rev. Phys. Educ. Res. 18, 020103] Published Wed Jul 13, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020103 (2022)
PubDate: 2022-07-13T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020103
Issue No: Vol. 18, No. 2 (2022)
- Context interactions and physics faculty’s professional development:
Case study
Authors: Shams El-Adawy; Tra Huynh, Mary Bridget Kustusch, Eleanor C. Sayre
First page: 020104
Abstract: Author(s): Shams El-Adawy, Tra Huynh, Mary Bridget Kustusch, and Eleanor C. Sayre
It is important to use asset-based models of physics faculty that support the different ways they navigate professional growth in their local context.
[Phys. Rev. Phys. Educ. Res. 18, 020104] Published Wed Jul 20, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020104 (2022)
PubDate: 2022-07-20T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020104
Issue No: Vol. 18, No. 2 (2022)
- Undergraduate student experiences in remote lab courses during the
COVID-19 pandemic
Authors: Victoria Borish; Alexandra Werth, Nidhal Sulaiman, Michael F. J. Fox, Jessica R. Hoehn, H. J. Lewandowski
First page: 020105
Abstract: Author(s): Victoria Borish, Alexandra Werth, Nidhal Sulaiman, Michael F. J. Fox, Jessica R. Hoehn, and H. J. Lewandowski
Undergraduate physics students who experienced remote labs during COVID-19 were most likely to report positive outcomes when they had access to guidance from their instructors.
[Phys. Rev. Phys. Educ. Res. 18, 020105] Published Thu Jul 21, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020105 (2022)
PubDate: 2022-07-21T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020105
Issue No: Vol. 18, No. 2 (2022)
- Development and illustration of a framework for computational thinking
practices in introductory physics
Authors: Daniel P. Weller; Theodore E. Bott, Marcos D. Caballero, Paul W. Irving
First page: 020106
Abstract: Author(s): Daniel P. Weller, Theodore E. Bott, Marcos D. Caballero, and Paul W. Irving
A framework of 14 computational thinking practices relevant for a high school physics course.
[Phys. Rev. Phys. Educ. Res. 18, 020106] Published Mon Jul 25, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020106 (2022)
PubDate: 2022-07-25T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020106
Issue No: Vol. 18, No. 2 (2022)
- Gaze patterns enhance response prediction: More than correct or incorrect
Authors: Sebastian Becker; Stefan Küchemann, Pascal Klein, Andreas Lichtenberger, Jochen Kuhn
First page: 020107
Abstract: Author(s): Sebastian Becker, Stefan Küchemann, Pascal Klein, Andreas Lichtenberger, and Jochen Kuhn
Collecting eye-tracking data while students solve a problem allows one to identify the visual strategies and may be useful for predicting the correctness of their responses.
[Phys. Rev. Phys. Educ. Res. 18, 020107] Published Tue Jul 26, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020107 (2022)
PubDate: 2022-07-26T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020107
Issue No: Vol. 18, No. 2 (2022)
- Does confidence in a wrong answer imply a misconception'
Authors: Michael M. Hull; Alexandra Jansky, Martin Hopf
First page: 020108
Abstract: Author(s): Michael M. Hull, Alexandra Jansky, and Martin Hopf
A student idea should not be classified as a misconception, even if the student expresses confidence in the idea.
[Phys. Rev. Phys. Educ. Res. 18, 020108] Published Tue Aug 02, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020108 (2022)
PubDate: 2022-08-02T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020108
Issue No: Vol. 18, No. 2 (2022)
- Students’ perspectives on computational challenges in physics class
Authors: Paul C. Hamerski; Daryl McPadden, Marcos D. Caballero, Paul W. Irving
First page: 020109
Abstract: Author(s): Paul C. Hamerski, Daryl McPadden, Marcos D. Caballero, and Paul W. Irving
A computation-integrated curriculum for high school physics can make science learning more authentic for students who are familiar with computation, and can generate frustration and an aversion towards physics for students who are not.
[Phys. Rev. Phys. Educ. Res. 18, 020109] Published Tue Aug 02, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020109 (2022)
PubDate: 2022-08-02T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020109
Issue No: Vol. 18, No. 2 (2022)
- Student representations of a community of practice
Authors: W. Brian Lane; Cortney Headley
First page: 020110
Abstract: Author(s): W. Brian Lane and Cortney Headley
The communities of practice framework is more useful when it is supplemented with information about how participants perceive the community, for example, the extent to which participants share the community’s goals.
[Phys. Rev. Phys. Educ. Res. 18, 020110] Published Tue Aug 16, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020110 (2022)
PubDate: 2022-08-16T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020110
Issue No: Vol. 18, No. 2 (2022)
- Longitudinal analysis of women and men’s motivational beliefs in a
two-semester introductory physics course sequence for students on the
bioscience track
Authors: Sonja Cwik; Chandralekha Singh
First page: 020111
Abstract: Author(s): Sonja Cwik and Chandralekha Singh
Even in physics courses in which women are not underrepresented, women have lower physics beliefs, including physics identity, than men.
[Phys. Rev. Phys. Educ. Res. 18, 020111] Published Mon Aug 22, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020111 (2022)
PubDate: 2022-08-22T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020111
Issue No: Vol. 18, No. 2 (2022)
- Effect of group type on group performance in peer-collaborated two-round
physics problem solving
Authors: Jiwon Lee; Nilüfer Didiş Körhasan
First page: 020112
Abstract: Author(s): Jiwon Lee and Nilüfer Didiş Körhasan
When there is a variety of individual answers prior to group discussion in a two-part exam, group performance improves.
[Phys. Rev. Phys. Educ. Res. 18, 020112] Published Fri Aug 26, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020112 (2022)
PubDate: 2022-08-26T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020112
Issue No: Vol. 18, No. 2 (2022)
- Network analysis approach to Likert-style surveys
Authors: Robert P. Dalka; Diana Sachmpazidi, Charles Henderson, Justyna P. Zwolak
First page: 020113
Abstract: Author(s): Robert P. Dalka, Diana Sachmpazidi, Charles Henderson, and Justyna P. Zwolak
Network analysis provides a new way to investigate phenomena assessed by Likert-style surveys.
[Phys. Rev. Phys. Educ. Res. 18, 020113] Published Fri Sep 02, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020113 (2022)
PubDate: 2022-09-02T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020113
Issue No: Vol. 18, No. 2 (2022)
- Using the Conceptual Survey of Electricity and Magnetism to investigate
Authors: Alexandru Maries; Mary Jane Brundage, Chandralekha Singh
First page: 020114
Abstract: Author(s): Alexandru Maries, Mary Jane Brundage, and Chandralekha Singh
Many upper-level electricity and magnetism students struggle with introductory concepts even after traditional instruction in their upper-level course.
[Phys. Rev. Phys. Educ. Res. 18, 020114] Published Tue Sep 06, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020114 (2022)
PubDate: 2022-09-06T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020114
Issue No: Vol. 18, No. 2 (2022)
- Validation of a coupled, multiple response assessment for upper-division
thermal physics
Authors: Katherine D. Rainey; Michael Vignal, Bethany R. Wilcox
First page: 020116
Abstract: Author(s): Katherine D. Rainey, Michael Vignal, and Bethany R. Wilcox
The upper-level evaluation for thermodynamics and statistical physics is valid and reliable for use with a diverse population of upper-division physics students.
[Phys. Rev. Phys. Educ. Res. 18, 020116] Published Mon Sep 12, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020116 (2022)
PubDate: 2022-09-12T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020116
Issue No: Vol. 18, No. 2 (2022)
- Visualizing and predicting the path to an undergraduate physics degree at
two different institutions
Authors: John Stewart; John Hansen, Eric Burkholder
First page: 020117
Abstract: Author(s): John Stewart, John Hansen, and Eric Burkholder
Student attrition from a physics degree occurs differently at different types of institutions; each physics department needs to explore their own data to understand the points where there is an opportunity to improve retention.
[Phys. Rev. Phys. Educ. Res. 18, 020117] Published Thu Sep 15, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020117 (2022)
PubDate: 2022-09-15T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020117
Issue No: Vol. 18, No. 2 (2022)
- Other spaces for young women’s identity work in physics: Resources
accessed through university-adjacent informal physics learning contexts in
Sweden
Authors: Allison J. Gonsalves; Anders Johansson, Anne-Sofie Nyström, Anna T. Danielsson
First page: 020118
Abstract: Author(s): Allison J. Gonsalves, Anders Johansson, Anne-Sofie Nyström, and Anna T. Danielsson
Opportunities that emphasize relationship building are effective at encouraging young women to engage in physics.[Phys. Rev. Phys. Educ. Res. 18, 020118] Published Mon Sep 19, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020118 (2022)
PubDate: 2022-09-19T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020118
Issue No: Vol. 18, No. 2 (2022)
- Conceptual challenges with the graphical representation of the propagation
of a pulse in a string
Authors: Muhammad Aswin Rangkuti; Ricardo Karam
First page: 020119
Abstract: Author(s): Muhammad Aswin Rangkuti and Ricardo Karam
Static representations of intrinsically dynamic phenomena, such as a propagating pulse on a string, are frequently challenging for students to grasp.
[Phys. Rev. Phys. Educ. Res. 18, 020119] Published Wed Sep 21, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020119 (2022)
PubDate: 2022-09-21T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020119
Issue No: Vol. 18, No. 2 (2022)
- Comparison of two semiotic perspectives: How do students use
representations in physics'
Authors: Kim Svensson; Esmeralda Campos
First page: 020120
Abstract: Author(s): Kim Svensson and Esmeralda Campos
The combined use of two semiotic perspectives provides better information about student physics learning than either perspective alone.
[Phys. Rev. Phys. Educ. Res. 18, 020120] Published Mon Sep 26, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020120 (2022)
PubDate: 2022-09-26T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020120
Issue No: Vol. 18, No. 2 (2022)
- Extracting information from the Hertzsprung-Russell diagram: An
eye-tracking study
Authors: Ronja Langendorf; Susanne Schneider, Pascal Klein
First page: 020121
Abstract: Author(s): Ronja Langendorf, Susanne Schneider, and Pascal Klein
Students that were most successful at solving problems using the Hertzsprung-Russell diagram became familiar with the diagram and its plotted quantities before attempting the problem solving task.
[Phys. Rev. Phys. Educ. Res. 18, 020121] Published Tue Sep 27, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020121 (2022)
PubDate: 2022-09-27T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020121
Issue No: Vol. 18, No. 2 (2022)
- Self-efficacy and conceptual knowledge in quantum mechanics during
teaching reforms and the COVID-19 pandemic
Authors: Elina Palmgren; Kimmo Tuominen, Inkeri Kontro
First page: 020122
Abstract: Author(s): Elina Palmgren, Kimmo Tuominen, and Inkeri Kontro
The student-centered pedagogy, prime-time learning, results in high conceptual learning and high self-efficacy, even during remote instruction.
[Phys. Rev. Phys. Educ. Res. 18, 020122] Published Tue Oct 04, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020122 (2022)
PubDate: 2022-10-04T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020122
Issue No: Vol. 18, No. 2 (2022)
- Female physics students gain from facilitating informal physics programs
Authors: Jessi Randolph; Jonathan Perry, Jonan Phillip Donaldson, Callie Rethman, Tatiana Erukhimova
First page: 020123
Abstract: Author(s): Jessi Randolph, Jonathan Perry, Jonan Phillip Donaldson, Callie Rethman, and Tatiana Erukhimova
Female students who facilitated informal physics programs experience a statistically significant shift in their confidence of choosing to major in physics.
[Phys. Rev. Phys. Educ. Res. 18, 020123] Published Mon Oct 10, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020123 (2022)
PubDate: 2022-10-10T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020123
Issue No: Vol. 18, No. 2 (2022)
- Equitable approach to introductory calculus-based physics courses focused
on problem solving
Authors: Eric Burkholder; Shima Salehi, Sarah Sackeyfio, Nicel Mohamed-Hinds, Carl Wieman
First page: 020124
Abstract: Author(s): Eric Burkholder, Shima Salehi, Sarah Sackeyfio, Nicel Mohamed-Hinds, and Carl Wieman
An introductory physics course that emphasizes deliberate practice applied to learning real-world problem-solving leads to more equitable student outcomes.
[Phys. Rev. Phys. Educ. Res. 18, 020124] Published Mon Oct 10, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020124 (2022)
PubDate: 2022-10-10T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020124
Issue No: Vol. 18, No. 2 (2022)
- Analyzing identity trajectories within the physics community
Authors: Gina M. Quan; Chandra Turpen, Andrew Elby
First page: 020125
Abstract: Author(s): Gina M. Quan, Chandra Turpen, and Andrew Elby
A longitudinal analysis of shifts in personal and perceived normative identities suggests implications for making physics more inclusive.
[Phys. Rev. Phys. Educ. Res. 18, 020125] Published Wed Oct 12, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020125 (2022)
PubDate: 2022-10-12T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020125
Issue No: Vol. 18, No. 2 (2022)
- Learning enhancing emotions predict student retention: Multilevel emotions
Authors: Laura Timonen; Kalle Juuti, Sari Harmoinen
First page: 020126
Abstract: Author(s): Laura Timonen, Kalle Juuti, and Sari Harmoinen
Learning enhancing emotions lead to course success and student retention.
[Phys. Rev. Phys. Educ. Res. 18, 020126] Published Fri Oct 14, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020126 (2022)
PubDate: 2022-10-14T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020126
Issue No: Vol. 18, No. 2 (2022)
- Gender differences in grades versus grade penalties: Are grade anomalies
more detrimental for female physics majors'
Authors: Alysa Malespina; Chandralekha Singh
First page: 020127
Abstract: Author(s): Alysa Malespina and Chandralekha Singh
The average grade anomaly can be a useful metric to identify physics courses that have inequitable learning environments for particular types of students.
[Phys. Rev. Phys. Educ. Res. 18, 020127] Published Fri Oct 21, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020127 (2022)
PubDate: 2022-10-21T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020127
Issue No: Vol. 18, No. 2 (2022)
- Assessing student engagement with teamwork in an online, large-enrollment
course-based undergraduate research experience in physics
Authors: Alexandra Werth; Kristin Oliver, Colin G. West, H. J. Lewandowski
First page: 020128
Abstract: Author(s): Alexandra Werth, Kristin Oliver, Colin G. West, and H. J. Lewandowski
The assessment of teamwork in the context of a large-scale, introductory level course based research experience contributes on metacognition in labs and reveals the importance of socially shared regulation in effective group work.
[Phys. Rev. Phys. Educ. Res. 18, 020128] Published Tue Oct 25, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020128 (2022)
PubDate: 2022-10-25T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020128
Issue No: Vol. 18, No. 2 (2022)
- Instructor perspectives on the emergency transition to remote instruction
of physics labs
Authors: Alexandra Werth; Jessica R. Hoehn, Kristin Oliver, Michael F. J. Fox, H. J. Lewandowski
First page: 020129
Abstract: Author(s): Alexandra Werth, Jessica R. Hoehn, Kristin Oliver, Michael F. J. Fox, and H. J. Lewandowski
During COVID, most instructors who used virtual labs did not require students to work in groups.
[Phys. Rev. Phys. Educ. Res. 18, 020129] Published Wed Nov 02, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020129 (2022)
PubDate: 2022-11-02T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020129
Issue No: Vol. 18, No. 2 (2022)
- Hybrid teaching: A tale of two populations
Authors: Gerd Kortemeyer; Wolfgang Bauer, Wade Fisher
First page: 020130
Abstract: Author(s): Gerd Kortemeyer, Wolfgang Bauer, and Wade Fisher
When students were free to choose either online or face-to-face lectures, there was no difference in exam performance; it is not clear what would have happened if they were forced into one mode or the other.
[Phys. Rev. Phys. Educ. Res. 18, 020130] Published Thu Nov 03, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020130 (2022)
PubDate: 2022-11-03T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020130
Issue No: Vol. 18, No. 2 (2022)
- Development and validation of the ray optics in converging lenses concept
inventory
Authors: Salome Wörner; Sebastian Becker, Stefan Küchemann, Katharina Scheiter, Jochen Kuhn
First page: 020131
Abstract: Author(s): Salome Wörner, Sebastian Becker, Stefan Küchemann, Katharina Scheiter, and Jochen Kuhn
The 15-item ray optics in converging lenses concept inventory is a valid and comprehensive instrument to assess middle school students’ understanding of image formation by a converging lens.
[Phys. Rev. Phys. Educ. Res. 18, 020131] Published Wed Nov 09, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020131 (2022)
PubDate: 2022-11-09T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020131
Issue No: Vol. 18, No. 2 (2022)
- Comparing conceptual understanding across institutions with module
analysis
Authors: Christopher Wheatley; James Wells, David E. Pritchard, John Stewart
First page: 020132
Abstract: Author(s): Christopher Wheatley, James Wells, David E. Pritchard, and John Stewart
Misconceptions persist postinstruction for a substantial number of students even in courses with medium to large improvements in Force Concept Inventory scores.
[Phys. Rev. Phys. Educ. Res. 18, 020132] Published Mon Nov 14, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020132 (2022)
PubDate: 2022-11-14T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020132
Issue No: Vol. 18, No. 2 (2022)
- Impactful experiences and their effect on learning assistant
epistemological development
Authors: Ben Lutz; Laura Ríos
First page: 020133
Abstract: Author(s): Ben Lutz and Laura Ríos
By applying principles from peripheral participation and cognitive apprenticeship, faculty can improve learning assistant pedagogy and help them develop a stronger identity as educators.
[Phys. Rev. Phys. Educ. Res. 18, 020133] Published Mon Nov 14, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020133 (2022)
PubDate: 2022-11-14T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020133
Issue No: Vol. 18, No. 2 (2022)
- Student sensemaking about inconsistencies in a reform-based introductory
physics lab
Authors: Jason M. May; Lauren A. Barth-Cohen, Jordan M. Gerton, Claudia De Grandi, Adrian L. Adams
First page: 020134
Abstract: Author(s): Jason M. May, Lauren A. Barth-Cohen, Jordan M. Gerton, Claudia De Grandi, and Adrian L. Adams
Laboratory instructors should increase support for students as they recognize, categorize, and then resolve inconsistencies during experimentation.
[Phys. Rev. Phys. Educ. Res. 18, 020134] Published Thu Nov 17, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020134 (2022)
PubDate: 2022-11-17T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020134
Issue No: Vol. 18, No. 2 (2022)
- Student engagement with modeling in multiweek student-designed lab
projects
Authors: Victoria Borish; Jessica R. Hoehn, H. J. Lewandowski
First page: 020135
Abstract: Author(s): Victoria Borish, Jessica R. Hoehn, and H. J. Lewandowski
Appropriately designed projects can help students develop modeling skills without needing expensive lab equipment.
[Phys. Rev. Phys. Educ. Res. 18, 020135] Published Mon Nov 21, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020135 (2022)
PubDate: 2022-11-21T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020135
Issue No: Vol. 18, No. 2 (2022)
- Participatory approach to introduce computational modeling at the
undergraduate level, extending existing curricula and practices:
Augmenting derivations
Authors: K. K. Mashood; Kamakshi Khosla, Arjun Prasad, Sasidevan V, Muhammed Ashefas CH, Charles Jose, Sanjay Chandrasekharan
First page: 020136
Abstract: Author(s): K. K. Mashood, Kamakshi Khosla, Arjun Prasad, Sasidevan V, Muhammed Ashefas CH, Charles Jose, and Sanjay Chandrasekharan
Physics instructors’ epistemic cognitions influence their sense-making in a professional development program aimed at helping them integrate integrate computational modelling into their introductory courses.
[Phys. Rev. Phys. Educ. Res. 18, 020136] Published Wed Nov 23, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020136 (2022)
PubDate: 2022-11-23T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020136
Issue No: Vol. 18, No. 2 (2022)
- How gender composition and group formation impact the effectiveness of
group work in two-stage collaborative exams
Authors: Kelly Miller; Greg Kestin, Olivia Miller
First page: 020137
Abstract: Author(s): Kelly Miller, Greg Kestin, and Olivia Miller
Female students perform better on two-part collaborative exams when they are in student-formed groups.
[Phys. Rev. Phys. Educ. Res. 18, 020137] Published Mon Nov 28, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020137 (2022)
PubDate: 2022-11-28T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020137
Issue No: Vol. 18, No. 2 (2022)
- Visual representation of optical content in China’s and Singapore’s
junior secondary physics textbooks
Authors: Bing Wei; Chengran Wang, Lihua Tan
First page: 020138
Abstract: Author(s): Bing Wei, Chengran Wang, and Lihua Tan
The majority of graphics in the textbooks studied only depicted isolated phenomena without making connections to a larger system.
[Phys. Rev. Phys. Educ. Res. 18, 020138] Published Mon Nov 28, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020138 (2022)
PubDate: 2022-11-28T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020138
Issue No: Vol. 18, No. 2 (2022)
- Cultivating cultural capitals in introductory algebra-based physics
through reflective journaling
Authors: Khanh Tran; Ana Maria Barrera, Kim Coble, Mireya Arreguin, Marissa Harris, Alex Macha-Lopez, Michaela Perez, Alegra Eroy-Reveles
First page: 020139
Abstract: Author(s): Khanh Tran, Ana Maria Barrera, Kim Coble, Mireya Arreguin, Marissa Harris, Alex Macha-Lopez, Michaela Perez, and Alegra Eroy-Reveles
Reflective journaling helps students feel heard and affirmed; it is one way for instructors to humanize their students and recognize the experiences they bring to physics.
[Phys. Rev. Phys. Educ. Res. 18, 020139] Published Tue Nov 29, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020139 (2022)
PubDate: 2022-11-29T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020139
Issue No: Vol. 18, No. 2 (2022)
- Rubric-based holistic review: A promising route to equitable graduate
admissions in physics
Authors: Nicholas T. Young; K. Tollefson, Remco G. T. Zegers, Marcos D. Caballero
First page: 020140
Abstract: Author(s): Nicholas T. Young, K. Tollefson, Remco G. T. Zegers, and Marcos D. Caballero
Rubric-based admissions processes increase equity in graduate admissions.
[Phys. Rev. Phys. Educ. Res. 18, 020140] Published Wed Nov 30, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020140 (2022)
PubDate: 2022-11-30T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020140
Issue No: Vol. 18, No. 2 (2022)
- Understanding interaction network formation across instructional contexts
in remote physics courses
Authors: Meagan Sundstrom; Andy Schang, Ashley B. Heim, N. G. Holmes
First page: 020141
Abstract: Author(s): Meagan Sundstrom, Andy Schang, Ashley B. Heim, and N. G. Holmes
Students who have the most connections in the lecture interaction social network have higher final course grades than their peers with fewer lecture connections.[Phys. Rev. Phys. Educ. Res. 18, 020141] Published Fri Dec 02, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020141 (2022)
PubDate: 2022-12-02T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020141
Issue No: Vol. 18, No. 2 (2022)
- Gender differences in students’ self-efficacy in introductory physics
courses in which women outnumber men predict their grade
Authors: Sonja Cwik; Chandralekha Singh
First page: 020142
Abstract: Author(s): Sonja Cwik and Chandralekha Singh
It is important for physics instructors to focus on increasing women’s self-efficacy and other motivational beliefs in the introductory course; these can influence students’ persistence and engagement in the course and can also impact later course and career choices.
[Phys. Rev. Phys. Educ. Res. 18, 020142] Published Mon Dec 05, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020142 (2022)
PubDate: 2022-12-05T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020142
Issue No: Vol. 18, No. 2 (2022)
- Making expert processes visible: How and why theorists use assumptions and
analogies in their research
Authors: Mike Verostek; Molly Griston, Jesús Botello, Benjamin Zwickl
First page: 020143
Abstract: Author(s): Mike Verostek, Molly Griston, Jesús Botello, and Benjamin Zwickl
Expert physicists make frequent use of analogies; it is important to figure out how to include analogical reasoning in problem-solving strategies.
[Phys. Rev. Phys. Educ. Res. 18, 020143] Published Wed Dec 07, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020143 (2022)
PubDate: 2022-12-07T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020143
Issue No: Vol. 18, No. 2 (2022)
- Effectiveness of science outreach labs with and without connection to
classroom learning: Affective and cognitive outcomes
Authors: Alexander Molz; Jochen Kuhn, Andreas Müller
First page: 020144
Abstract: Author(s): Alexander Molz, Jochen Kuhn, and Andreas Müller
Science outreach labs can result in substantial and sustained learning and motivation.
[Phys. Rev. Phys. Educ. Res. 18, 020144] Published Tue Dec 13, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020144 (2022)
PubDate: 2022-12-13T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020144
Issue No: Vol. 18, No. 2 (2022)
- Towards mapping the landscape of informal physics educational activities
Authors: Dena Izadi; Julia Willison, Noah Finkelstein, Claudia Fracchiolla, Kathleen Hinko
First page: 020145
Abstract: Author(s): Dena Izadi, Julia Willison, Noah Finkelstein, Claudia Fracchiolla, and Kathleen Hinko
Students play an important role in the operation of informal physics education programs; this makes these programs rich opportunities for attention by physics education researchers.
[Phys. Rev. Phys. Educ. Res. 18, 020145] Published Tue Dec 13, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020145 (2022)
PubDate: 2022-12-13T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020145
Issue No: Vol. 18, No. 2 (2022)
- Investigating undergraduate students’ views about the process of
experimental physics
Authors: Jessica R. Hoehn; H. J. Lewandowski
First page: 020146
Abstract: Author(s): Jessica R. Hoehn and H. J. Lewandowski
Engaging students in open-ended and authentic experimentation practices and facilitating explicit discussions and reflections about the process of experimental physics supports students’ epistemological development.
[Phys. Rev. Phys. Educ. Res. 18, 020146] Published Tue Dec 13, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020146 (2022)
PubDate: 2022-12-13T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020146
Issue No: Vol. 18, No. 2 (2022)
- Inclusive learning environments can improve student learning and
motivational beliefs
Authors: Yangqiuting Li; Chandralekha Singh
First page: 020147
Abstract: Author(s): Yangqiuting Li and Chandralekha Singh
In an introductory calculus-based physics course, motivational beliefs of female students dropped more than male students.
[Phys. Rev. Phys. Educ. Res. 18, 020147] Published Fri Dec 23, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020147 (2022)
PubDate: 2022-12-23T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020147
Issue No: Vol. 18, No. 2 (2022)
- Introductory physics students’ recognition of strong peers: Gender and
racial or ethnic bias differ by course level and context
Authors: Meagan Sundstrom; Ashley B. Heim, Barum Park, N. G. Holmes
First page: 020148
Abstract: Author(s): Meagan Sundstrom, Ashley B. Heim, Barum Park, and N. G. Holmes
Instruction that emphasizes small group work and allows many different students to speak up in front of the class supports more equitable development of physics identities.
[Phys. Rev. Phys. Educ. Res. 18, 020148] Published Fri Dec 23, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020148 (2022)
PubDate: 2022-12-23T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020148
Issue No: Vol. 18, No. 2 (2022)
- Studying physics during the COVID-19 pandemic: Student perceptions on
synchronous and asynchronous course formats and implications for the
future
Authors: L. Ivanjek; P. Klein, M.-A. Geyer, S. Küchemann, K. Jeličić, M. N. Dahlkemper, A. Susac
First page: 020149
Abstract: Author(s): L. Ivanjek, P. Klein, M.-A. Geyer, S. Küchemann, K. Jeličić, M. N. Dahlkemper, and A. Susac
Regarding online physics courses, there are two groups of students: one group with the clear preference for synchronous courses and the other group for the asynchronous courses.
[Phys. Rev. Phys. Educ. Res. 18, 020149] Published Wed Dec 28, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020149 (2022)
PubDate: 2022-12-28T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020149
Issue No: Vol. 18, No. 2 (2022)
- Relating students’ social belonging and course performance across
multiple assessment types in a calculus-based introductory physics 1
course
Authors: Joshua D. Edwards; Lorraine Laguerre, Ramón S. Barthelemy, Claudia De Grandi, Regina F. Frey
First page: 020150
Abstract: Author(s): Joshua D. Edwards, Lorraine Laguerre, Ramón S. Barthelemy, Claudia De Grandi, and Regina F. Frey
Performance on both traditional and alternative final course assessments was found to correlate with students’ initial sense of belonging in the course.
[Phys. Rev. Phys. Educ. Res. 18, 020150] Published Thu Dec 29, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 020150 (2022)
PubDate: 2022-12-29T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.020150
Issue No: Vol. 18, No. 2 (2022)
- How mixed reality shifts visual attention and success in experimental
problem solving
Authors: Dörte Sonntag; Oliver Bodensiek
First page: 023101
Abstract: Author(s): Dörte Sonntag and Oliver Bodensiek
A mixed reality learning environment for experimental problem solving results in large improvements in problem-solving success for both novices and experts.
[Phys. Rev. Phys. Educ. Res. 18, 023101] Published Thu Jul 21, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 023101 (2022)
PubDate: 2022-07-21T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.023101
Issue No: Vol. 18, No. 2 (2022)
- Absence of a COVID-induced academic drop in high-school physics learning
Authors: Eric W. Burkholder; Carl E. Wieman
First page: 023102
Abstract: Author(s): Eric W. Burkholder and Carl E. Wieman
Some anticipated negative impacts of the COVID-19 pandemic may not be as large as assumed based on instructors’ anecdotal reports; more careful data-based analysis is needed.
[Phys. Rev. Phys. Educ. Res. 18, 023102] Published Wed Jul 27, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 023102 (2022)
PubDate: 2022-07-27T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.023102
Issue No: Vol. 18, No. 2 (2022)
- Editorial: Research on Advancing Equity Is Critical for Physics
Authors: Charles Henderson; Michael Thoennessen
First page: 010001
Abstract: Author(s): Charles Henderson and Michael Thoennessen
[Phys. Rev. Phys. Educ. Res. 18, 010001] Published Mon Apr 11, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010001 (2022)
PubDate: 2022-04-11T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010001
Issue No: Vol. 18, No. 1 (2022)
- What decisions do experts make when doing back-of-the-envelope
calculations'
Authors: Gabriel Murillo-Gonzalez; Eric W. Burkholder
First page: 010125
Abstract: Author(s): Gabriel Murillo-Gonzalez and Eric W. Burkholder
Solving back-of-the-envelope problems does not require different skills than solving other kinds of problems that physicists encounter in their research.
[Phys. Rev. Phys. Educ. Res. 18, 010125] Published Tue Apr 05, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010125 (2022)
PubDate: 2022-04-05T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010125
Issue No: Vol. 18, No. 1 (2022)
- Measuring the level of homework answer copying during COVID-19 induced
remote instruction
Authors: Zhongzhou Chen
First page: 010126
Abstract: Author(s): Zhongzhou Chen
Most students do not engage in answer copying behaviors to complete online homework assignments in introductory calculus-based physics.
[Phys. Rev. Phys. Educ. Res. 18, 010126] Published Tue Apr 05, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010126 (2022)
PubDate: 2022-04-05T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010126
Issue No: Vol. 18, No. 1 (2022)
- Learning entropy among peers through the lens of coordination class theory
Authors: Juan Velasco; Laura Buteler, Carlos Briozzo, Enrique Coleoni
First page: 010127
Abstract: Author(s): Juan Velasco, Laura Buteler, Carlos Briozzo, and Enrique Coleoni
Using coordination class theory to observe learning at both the individual and the group level.
[Phys. Rev. Phys. Educ. Res. 18, 010127] Published Thu Apr 07, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010127 (2022)
PubDate: 2022-04-07T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010127
Issue No: Vol. 18, No. 1 (2022)
- Skills-focused lab instruction improves critical thinking skills and
experimentation views for all students
Authors: Cole Walsh; H. J. Lewandowski, N. G. Holmes
First page: 010128
Abstract: Author(s): Cole Walsh, H. J. Lewandowski, and N. G. Holmes
Labs focused on skills improve critical thinking skills and experimentation views for all students compared with labs focused on reinforcing lecture concepts.
[Phys. Rev. Phys. Educ. Res. 18, 010128] Published Mon Apr 11, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010128 (2022)
PubDate: 2022-04-11T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010128
Issue No: Vol. 18, No. 1 (2022)
- Impacts on student learning, confidence, and affect and in a remote,
large-enrollment, course-based undergraduate research experience in
physics
Authors: Alexandra Werth; Colin G. West, H. J. Lewandowski
First page: 010129
Abstract: Author(s): Alexandra Werth, Colin G. West, and H. J. Lewandowski
Implementation and assessment of a large-scale, introductory, online physics course-based undergraduate research experience.
[Phys. Rev. Phys. Educ. Res. 18, 010129] Published Wed Apr 13, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010129 (2022)
PubDate: 2022-04-13T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010129
Issue No: Vol. 18, No. 1 (2022)
- Identifying students’ mental models of the apparent motion of the
Sun and stars
Authors: Hans Bekaert; Hans Van Winckel, Wim Van Dooren, An Steegen, Mieke De Cock
First page: 010130
Abstract: Author(s): Hans Bekaert, Hans Van Winckel, Wim Van Dooren, An Steegen, and Mieke De Cock
There are five different mental models that students use to reason about the apparent motion of the Sun and stars.
[Phys. Rev. Phys. Educ. Res. 18, 010130] Published Wed Apr 20, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010130 (2022)
PubDate: 2022-04-20T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010130
Issue No: Vol. 18, No. 1 (2022)
- Assessing the impact of introductory physics for the life sciences on
students’ ability to build complex models
Authors: Benjamin D. Geller; Maya Tipton, Brandon Daniel-Morales, Nikhil Tignor, Calvin White, Catherine H. Crouch
First page: 010131
Abstract: Author(s): Benjamin D. Geller, Maya Tipton, Brandon Daniel-Morales, Nikhil Tignor, Calvin White, and Catherine H. Crouch
Introductory physics for the life sciences students are more successfully than students in a typical physics course at combining multiple ideas to solve problems in new contexts.
[Phys. Rev. Phys. Educ. Res. 18, 010131] Published Wed Apr 20, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010131 (2022)
PubDate: 2022-04-20T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010131
Issue No: Vol. 18, No. 1 (2022)
- Evaluation of high school student responses to the Colorado Learning
Attitudes about Science Survey
Authors: Julian S. Martins; William E. Lindsay
First page: 010132
Abstract: Author(s): Julian S. Martins and William E. Lindsay
Developing an attitudes and beliefs survey structure for K-12 physics courses aligned with the Next Generation Science Standards.
[Phys. Rev. Phys. Educ. Res. 18, 010132] Published Mon Apr 25, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010132 (2022)
PubDate: 2022-04-25T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010132
Issue No: Vol. 18, No. 1 (2022)
- Motivations for using the item response theory nominal response model to
rank responses to multiple-choice items
Authors: Trevor I. Smith; Nasrine Bendjilali
First page: 010133
Abstract: Author(s): Trevor I. Smith and Nasrine Bendjilali
New insights on multiple-choice assessments based on similarities between the item response theory nominal response model and the probability function of the canonical ensemble with degenerate energy states.
[Phys. Rev. Phys. Educ. Res. 18, 010133] Published Mon Apr 25, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010133 (2022)
PubDate: 2022-04-25T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010133
Issue No: Vol. 18, No. 1 (2022)
- Detecting preservice teachers’ visual attention under prediction and
nonprediction conditions with eye-tracking technology
Authors: Qiuye Li; Shaorui Xu, Yilin Chen, Chuting Lu, Shaona Zhou
First page: 010134
Abstract: Author(s): Qiuye Li, Shaorui Xu, Yilin Chen, Chuting Lu, and Shaona Zhou
In an eye-tracking study, preservice teachers who correctly predicted student responses paid attention to different areas than those teachers who did not correctly predict student responses.
[Phys. Rev. Phys. Educ. Res. 18, 010134] Published Wed Apr 27, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010134 (2022)
PubDate: 2022-04-27T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010134
Issue No: Vol. 18, No. 1 (2022)
- Investigating students’ views of experimental physics in German
laboratory classes
Authors: E. Teichmann; H. J. Lewandowski, M. Alemani
First page: 010135
Abstract: Author(s): E. Teichmann, H. J. Lewandowski, and M. Alemani
A German language version of the E-CLASS instrument is available for understanding students views of experimental physics.
[Phys. Rev. Phys. Educ. Res. 18, 010135] Published Wed Apr 27, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010135 (2022)
PubDate: 2022-04-27T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010135
Issue No: Vol. 18, No. 1 (2022)
- Problem solving in basic physics: Effective self-explanations based on
four elements with support from retrieval practice
Authors: Vegard Gjerde; Vegard Havre Paulsen, Bodil Holst, Stein Dankert Kolstø
First page: 010136
Abstract: Author(s): Vegard Gjerde, Vegard Havre Paulsen, Bodil Holst, and Stein Dankert Kolstø
Retrieval practice of physics principles and their conditions of application before self-explanation can have a positive effect on posttest problem-solving scores and can increase the quality of students’ self-explanations.
[Phys. Rev. Phys. Educ. Res. 18, 010136] Published Mon May 02, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010136 (2022)
PubDate: 2022-05-02T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010136
Issue No: Vol. 18, No. 1 (2022)
- High school students’ perceptions on the relevance of inquiry-oriented
instructional labs as introduction to an extended research project
Authors: David Perl-Nussbaum; Edit Yerushalmi
First page: 010137
Abstract: Author(s): David Perl-Nussbaum and Edit Yerushalmi
Investigating high school student perceptions of the value of different inquiry practices in a learning progression and interpreting these finding using the lens of boundary crossing.
[Phys. Rev. Phys. Educ. Res. 18, 010137] Published Wed May 25, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010137 (2022)
PubDate: 2022-05-25T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010137
Issue No: Vol. 18, No. 1 (2022)
- Not feeling recognized as a physics person by instructors and teaching
assistants is correlated with female students’ lower grades
Authors: Sonja Cwik; Chandralekha Singh
First page: 010138
Abstract: Author(s): Sonja Cwik and Chandralekha Singh
Women in introductory physics are less likely than men to think that others perceive them as being a physics person.
[Phys. Rev. Phys. Educ. Res. 18, 010138] Published Tue May 31, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010138 (2022)
PubDate: 2022-05-31T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010138
Issue No: Vol. 18, No. 1 (2022)
- Students’ sense of belonging in introductory physics course for
bioscience majors predicts their grade
Authors: Sonja Cwik; Chandralekha Singh
First page: 010139
Abstract: Author(s): Sonja Cwik and Chandralekha Singh
In introductory physics courses where men outnumber women, mens’ sense of belonging increases while womens’ does not.
[Phys. Rev. Phys. Educ. Res. 18, 010139] Published Tue May 31, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010139 (2022)
PubDate: 2022-05-31T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010139
Issue No: Vol. 18, No. 1 (2022)
- Difficulties in understanding mechanical waves: Remediated by
problem-based instruction
Authors: Stella Teddy Kanyesigye; Jean Uwamahoro, Imelda Kemeza
First page: 010140
Abstract: Author(s): Stella Teddy Kanyesigye, Jean Uwamahoro, and Imelda Kemeza
Implementation of problem based learning in secondary schools in Western Uganda improves student understanding of mechanical waves.
[Phys. Rev. Phys. Educ. Res. 18, 010140] Published Thu Jun 02, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010140 (2022)
PubDate: 2022-06-02T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010140
Issue No: Vol. 18, No. 1 (2022)
- Classification of open-ended responses to a research-based assessment
using natural language processing
Authors: Joseph Wilson; Benjamin Pollard, John M. Aiken, Marcos D. Caballero, H. J. Lewandowski
First page: 010141
Abstract: Author(s): Joseph Wilson, Benjamin Pollard, John M. Aiken, Marcos D. Caballero, and H. J. Lewandowski
A natural language processing model can be trained to categorize open-ended responses to the physics measurement questionnaire as well as a pair of human coders.
[Phys. Rev. Phys. Educ. Res. 18, 010141] Published Thu Jun 02, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010141 (2022)
PubDate: 2022-06-02T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010141
Issue No: Vol. 18, No. 1 (2022)
- Do female and male students’ physics motivational beliefs change in a
two-semester introductory physics course sequence'
Authors: Yangqiuting Li; Chandralekha Singh
First page: 010142
Abstract: Author(s): Yangqiuting Li and Chandralekha Singh
The current learning environment in traditionally taught introductory physics courses does not improve students’ physics motivational beliefs, and initial gender differences in these beliefs becomes larger.
[Phys. Rev. Phys. Educ. Res. 18, 010142] Published Fri Jun 03, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010142 (2022)
PubDate: 2022-06-03T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010142
Issue No: Vol. 18, No. 1 (2022)
- Mediating role of personality in the relation of gender to self-efficacy
in physics and mathematics
Authors: Rachel Henderson; Dona Hewagallage, Jake Follmer, Lynnette Michaluk, Jessica Deshler, Edgar Fuller, John Stewart
First page: 010143
Abstract: Author(s): Rachel Henderson, Dona Hewagallage, Jake Follmer, Lynnette Michaluk, Jessica Deshler, Edgar Fuller, and John Stewart
A substantial amount of the often-reported differences in self-efficacy between men and women may result from gender differences in the tendency to experience anxiety and the tendency to conscientiously complete tasks.
[Phys. Rev. Phys. Educ. Res. 18, 010143] Published Fri Jun 03, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010143 (2022)
PubDate: 2022-06-03T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010143
Issue No: Vol. 18, No. 1 (2022)
- Exploring student ideas on change of basis in quantum mechanics
Authors: Giaco Corsiglia; Benjamin P. Schermerhorn, Homeyra Sadaghiani, Armando Villaseñor, Steven Pollock, Gina Passante
First page: 010144
Abstract: Author(s): Giaco Corsiglia, Benjamin P. Schermerhorn, Homeyra Sadaghiani, Armando Villaseñor, Steven Pollock, and Gina Passante
Quantum mechanics students grapple with basis and change of basis in a variety of ways.
[Phys. Rev. Phys. Educ. Res. 18, 010144] Published Mon Jun 06, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010144 (2022)
PubDate: 2022-06-06T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010144
Issue No: Vol. 18, No. 1 (2022)
- From Cartesian coordinates to Hilbert space: Supporting student
understanding of basis in quantum mechanics
Authors: Benjamin P. Schermerhorn; Giaco Corsiglia, Homeyra Sadaghiani, Gina Passante, Steven Pollock
First page: 010145
Abstract: Author(s): Benjamin P. Schermerhorn, Giaco Corsiglia, Homeyra Sadaghiani, Gina Passante, and Steven Pollock
The iteratively designed tutorial effectively helps students make sense of and carry out a change of basis in quantum mechanics by drawing an analogy between quantum state vectors and 2D Cartesian vectors.
[Phys. Rev. Phys. Educ. Res. 18, 010145] Published Wed Jun 08, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010145 (2022)
PubDate: 2022-06-08T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010145
Issue No: Vol. 18, No. 1 (2022)
- Long-term collaboration with strong friendship ties improves academic
performance in remote and hybrid teaching modalities in high school
physics
Authors: Javier Pulgar; Diego Ramírez, Abigail Umanzor, Cristian Candia, Iván Sánchez
First page: 010146
Abstract: Author(s): Javier Pulgar, Diego Ramírez, Abigail Umanzor, Cristian Candia, and Iván Sánchez
Strong peer-to-peer collaborations in a physics class require time to develop and can result in higher grades.
[Phys. Rev. Phys. Educ. Res. 18, 010146] Published Mon Jun 13, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010146 (2022)
PubDate: 2022-06-13T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010146
Issue No: Vol. 18, No. 1 (2022)
- Workplace climate for $\mathrm{LGBT}+$ physicists: A view from students
and professional physicists
Authors: Ramón S. Barthelemy; Bryce E. Hughes, Madison Swirtz, Matthew Mikota, Timothy J. Atherton
First page: 010147
Abstract: Author(s): Ramón S. Barthelemy, Bryce E. Hughes, Madison Swirtz, Matthew Mikota, and Timothy J. Atherton
Actively cultivating an LGBT-inclusive work environment may have a more profound impact on retaining LGBT physicists than only removing exclusive behaviors and practices.
[Phys. Rev. Phys. Educ. Res. 18, 010147] Published Mon Jun 13, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010147 (2022)
PubDate: 2022-06-13T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010147
Issue No: Vol. 18, No. 1 (2022)
- Harnessing active engagement in educational videos: Enhanced visuals and
embedded questions
Authors: Greg Kestin; Kelly Miller
First page: 010148
Abstract: Author(s): Greg Kestin and Kelly Miller
Instructonal physics videos are most effective when they include enhanced visuals and embedded questions.
[Phys. Rev. Phys. Educ. Res. 18, 010148] Published Tue Jun 21, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010148 (2022)
PubDate: 2022-06-21T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010148
Issue No: Vol. 18, No. 1 (2022)
- Examining the relation of high school preparation and college achievement
to conceptual understanding
Authors: Dona Hewagallage; Elaine Christman, John Stewart
First page: 010149
Abstract: Author(s): Dona Hewagallage, Elaine Christman, and John Stewart
Gender differences observed in pretest and post-test scores were changed little by controlling for either high school preparation or noncognitive factors.
[Phys. Rev. Phys. Educ. Res. 18, 010149] Published Tue Jun 28, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010149 (2022)
PubDate: 2022-06-28T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010149
Issue No: Vol. 18, No. 1 (2022)
- Today’s interdisciplinary quantum information classroom: Themes from a
survey of quantum information science instructors
Authors: Josephine C. Meyer; Gina Passante, Steven J. Pollock, Bethany R. Wilcox
First page: 010150
Abstract: Author(s): Josephine C. Meyer, Gina Passante, Steven J. Pollock, and Bethany R. Wilcox
There is not a canonical approach to introduction to quantum information science courses.
[Phys. Rev. Phys. Educ. Res. 18, 010150] Published Thu Jun 30, 2022
Citation: Phys. Rev. Phys. Educ. Res. 18, 010150 (2022)
PubDate: 2022-06-30T10:00:00+00:00
DOI: 10.1103/PhysRevPhysEducRes.18.010150
Issue No: Vol. 18, No. 1 (2022)
