Robert J. Beichner
Phys. Rev. ST Phys. Educ. Res. 11, 020001 (2015) - Published 23 July, 2015
Michael E. Loverude and Bradley S. Ambrose
Phys. Rev. ST Phys. Educ. Res. 11, 020002 (2015) - Published 23 September, 2015
Beth A. Lindsey and Megan L. Nagel
Phys. Rev. ST Phys. Educ. Res. 11, 020103 (2015) - Published 17 July, 2015
Introductory students are not able to predict which questions they are able to answer correctly.
Bethany R. Wilcox and Steven J. Pollock
Phys. Rev. ST Phys. Educ. Res. 11, 020131 (2015) - Published 5 November, 2015
Student difficulties with separation of variables in the context of upper-division electrostatics.
Eric Kuo and Carl E. Wieman
Phys. Rev. ST Phys. Educ. Res. 11, 020133 (2015) - Published 17 November, 2015
More specificity added to broad instructional design principles leads to better student learning.
Hyunju Lee and Stephen E. Schneider
Phys. Rev. ST Phys. Educ. Res. 11, 020101 (2015) - Published 13 July, 2015
Development of multiple-choice questions to identify student misconceptions about galaxies and spectra.
Italo Testa, Silvia Galano, Silvio Leccia, and Emanuella Puddu
Phys. Rev. ST Phys. Educ. Res. 11, 020102 (2015) - Published 16 July, 2015
Development of a learning progression for secondary astronomy.
Beth A. Lindsey and Megan L. Nagel
Phys. Rev. ST Phys. Educ. Res. 11, 020103 (2015) - Published 17 July, 2015
Introductory students are not able to predict which questions they are able to answer correctly.
Jason W. Morphew, Jose P. Mestre, Brian H. Ross, and Natalie E. Strand
Phys. Rev. ST Phys. Educ. Res. 11, 020104 (2015) - Published 12 August, 2015
Experts are faster than novices at detecting differences between images that are relevant for the physics principles portrayed.
Shih-Yin Lin and Chandralekha Singh
Phys. Rev. ST Phys. Educ. Res. 11, 020105 (2015) - Published 18 August, 2015
Students can learn more from solving problems when directed by appropriate scaffolding.
Jennifer L. Docktor, Natalie E. Strand, José P. Mestre, and Brian H. Ross
Phys. Rev. ST Phys. Educ. Res. 11, 020106 (2015) - Published 1 September, 2015
The conceptual problem solving framework improved student problem solving ability in a quasiexperimental study involving three high schools.
Ramón S. Barthelemy, Ben Van Dusen, and Charles Henderson
Phys. Rev. ST Phys. Educ. Res. 11, 020107 (2015) - Published 15 September, 2015
A survey of graduate students in physics education research finds that the field has much greater gender parity than physics in general.
David J. Jones, Kirk W. Madison, and Carl E. Wieman
Phys. Rev. ST Phys. Educ. Res. 11, 020108 (2015) - Published 23 September, 2015
Student learning gains are measured in upper level optics through the implementation of a new framework for curriculum development.
Elizabeth Gire and Edward Price
Phys. Rev. ST Phys. Educ. Res. 11, 020109 (2015) - Published 23 September, 2015
Examination of the structural features of common notation systems in quantum mechanics and their effect on student reasoning.
Stephanie V. Chasteen, Bethany Wilcox, Marcos D. Caballero, Katherine K. Perkins, Steven J. Pollock, and Carl E. Wieman
Phys. Rev. ST Phys. Educ. Res. 11, 020110 (2015) - Published 23 September, 2015
Detailed case study of the science education initiative model of course transformation, including upper-division physics courses.
Gina Passante, Paul J. Emigh, and Peter S. Shaffer
Phys. Rev. ST Phys. Educ. Res. 11, 020111 (2015) - Published 23 September, 2015
Examination of thinking patterns exhibited by both undergraduates and graduate students in predicting or accounting for measurements on quantum states.
Paul J. Emigh, Gina Passante, and Peter S. Shaffer
Phys. Rev. ST Phys. Educ. Res. 11, 020112 (2015) - Published 23 September, 2015
Investigation of student difficulties regarding the time dependence of wave functions and probability densities.
Benjamin M. Zwickl, Dehui Hu, Noah Finkelstein, and H. J. Lewandowski
Phys. Rev. ST Phys. Educ. Res. 11, 020113 (2015) - Published 23 September, 2015
Motivation for and development of a model-based framework for student learning in upper division labs.
Michael C. Wittmann and Katrina E. Black
Phys. Rev. ST Phys. Educ. Res. 11, 020114 (2015) - Published 23 September, 2015
Using a resource-based framework to characterize how students develop expertise in solving first-order separable differential equations.
Bethany R. Wilcox, Marcos D. Caballero, Charles Baily, Homeyra Sadaghiani, Stephanie V. Chasteen, Qing X. Ryan, and Steven J. Pollock
Phys. Rev. ST Phys. Educ. Res. 11, 020115 (2015) - Published 23 September, 2015
An overview and synthesis of the development and use of conceptual assessments in upper-division physics courses.
Trevor I. Smith, Warren M. Christensen, Donald B. Mountcastle, and John R. Thompson
Phys. Rev. ST Phys. Educ. Res. 11, 020116 (2015) - Published 23 September, 2015
Written tasks and videorecorded classroom observations reveal difficulties with entropy in the context of heat engines.
Chandralekha Singh and Emily Marshman
Phys. Rev. ST Phys. Educ. Res. 11, 020117 (2015) - Published 23 September, 2015
A broad review of research characterizing the conceptual understanding, reasoning abilities, problem-solving skills, metacognitive skills, of quantum mechanics students.
Michael Loverude
Phys. Rev. ST Phys. Educ. Res. 11, 020118 (2015) - Published 23 September, 2015
Conceptions and resources used by thermal physics students long after finishing the course.
Emily Marshman and Chandralekha Singh
Phys. Rev. ST Phys. Educ. Res. 11, 020119 (2015) - Published 23 September, 2015
A review article that synthesizes many documented patterns of student thinking in quantum mechanics.
Paul W. Irving and Eleanor C. Sayre
Phys. Rev. ST Phys. Educ. Res. 11, 020120 (2015) - Published 23 September, 2015
Phenomenographic study employing a communities of practice framework to explore student perceptions about their transition from student to practitioner.
Eleanor C. Sayre and Paul W. Irving
Phys. Rev. ST Phys. Educ. Res. 11, 020121 (2015) - Published 23 September, 2015
Physics majors’ discourse during problem solving reveals evidence of students ‘thinking like a physicist.’
Risto Leinonen, Mervi A. Asikainen, and Pekka E. Hirvonen
Phys. Rev. ST Phys. Educ. Res. 11, 020122 (2015) - Published 23 September, 2015
A qualitative study of student thinking about entropy and the second law of thermodynamics at both the macroscopic and microscopic levels.
Trevor I. Smith, Donald B. Mountcastle, and John R. Thompson
Phys. Rev. ST Phys. Educ. Res. 11, 020123 (2015) - Published 23 September, 2015
Research to help students understand the physical significance and applicability of the Boltzmann factor.
Charles Baily and Noah D. Finkelstein
Phys. Rev. ST Phys. Educ. Res. 11, 020124 (2015) - Published 23 September, 2015
The importance of explicitly attending to students’ interpretations of quantum mechanics.
Justyna P. Zwolak and Corinne A. Manogue
Phys. Rev. ST Phys. Educ. Res. 11, 020125 (2015) - Published 23 September, 2015
Using the Colorado Upper-Divison Electrostatics Assessment in the context of the paradigms curriculum at Oregon State University.
David Roundy, Eric Weber, Tevian Dray, Rabindra R. Bajracharya, Allison Dorko, Emily M. Smith, and Corinne A. Manogue
Phys. Rev. ST Phys. Educ. Res. 11, 020126 (2015) - Published 23 September, 2015
An innovative device is used to probe how experts in physics, mathematics, and engineering understand and experimentally evaluate partial derivatives.
Jesper Haglund, Fredrik Jeppsson, David Hedberg, and Konrad J. Schönborn
Phys. Rev. ST Phys. Educ. Res. 11, 020127 (2015) - Published 22 October, 2015
Using infrared cameras to help students improve their modeling of thermal phenomena.
Witat Fakcharoenphol, Jason W. Morphew, and José P. Mestre
Phys. Rev. ST Phys. Educ. Res. 11, 020128 (2015) - Published 23 October, 2015
Content and pedagogy experts can predict how difficult a physics problem is for introductory physics students better than the students themselves.
Laurens Bollen, Paul van Kampen, and Mieke De Cock
Phys. Rev. ST Phys. Educ. Res. 11, 020129 (2015) - Published 2 November, 2015
Upper division physics students can do vector calculations but have poor understanding of the conceptual meaning of vector operators.
Bethany R. Wilcox and Steven J. Pollock
Phys. Rev. ST Phys. Educ. Res. 11, 020130 (2015) - Published 2 November, 2015
Validation of the multiple response version of the Colorado upper-division electrostatics diagnostic.
Bethany R. Wilcox and Steven J. Pollock
Phys. Rev. ST Phys. Educ. Res. 11, 020131 (2015) - Published 5 November, 2015
Student difficulties with separation of variables in the context of upper-division electrostatics.
Adrienne Traxler and Eric Brewe
Phys. Rev. ST Phys. Educ. Res. 11, 020132 (2015) - Published 9 November, 2015
Modeling instruction supports equity in student attitudinal shifts in introductory physics.
Eric Kuo and Carl E. Wieman
Phys. Rev. ST Phys. Educ. Res. 11, 020133 (2015) - Published 17 November, 2015
More specificity added to broad instructional design principles leads to better student learning.
Terry F. Scott and Daniel Schumayer
Phys. Rev. ST Phys. Educ. Res. 11, 020134 (2015) - Published 19 November, 2015
Comparison of factor analysis and item response theory factors for understanding Force Concept Inventory data.
Gina Passante, Paul J. Emigh, and Peter S. Shaffer
Phys. Rev. ST Phys. Educ. Res. 11, 020135 (2015) - Published 25 November, 2015
Interactive lecture tutorials can help sophomore physics students understand of the difference between superposition states and mixed states that is needed for more advanced quantum mechanics classes.
Calvin S. Kalman, Mandana Sobhanzadeh, Robert Thompson, Ahmed Ibrahim, and Xihui Wang
Phys. Rev. ST Phys. Educ. Res. 11, 020136 (2015) - Published 21 December, 2015
Reflective writing and active learning improve students’ epistemological beliefs in an introductory college physics course.
Ivica Aviani, Nataša Erceg, and Vanes Mešić
Phys. Rev. ST Phys. Educ. Res. 11, 020137 (2015) - Published 29 December, 2015
Decomposing forces on free body diagrams appears to impede students’ ability to apply Newton’s laws.
Christopher W. Shubert and Dawn C. Meredith
Phys. Rev. ST Phys. Educ. Res. 11, 020138 (2015) - Published 29 December, 2015
Using stimulated recall interviews to measure student personal scientific epistemology.
Shih-Yin Lin and Chandralekha Singh
Phys. Rev. ST Phys. Educ. Res. 11, 029901 (2015) - Published 2 September, 2015
