Charles Henderson
Phys. Rev. Phys. Educ. Res. 12, 010001 (2016) - Published 25 January, 2016
Rachel E. Scherr and MacKenzie R. Stetzer
Phys. Rev. Phys. Educ. Res. 12, 010002 (2016) - Published 22 February, 2016
Jacquelyn J. Chini, Carrie L. Straub, and Kevin H. Thomas
Phys. Rev. Phys. Educ. Res. 12, 010117 (2016) - Published 22 February, 2016
Learning assistants practice physics pedagogy in a highly immersive mixed-reality classroom simulator.
Pablo Barniol and Genaro Zavala
Phys. Rev. Phys. Educ. Res. 12, 010107 (2016) - Published 18 February, 2016
Introducing the mechanical waves conceptual survey.
Sevda Yerdelen-Damar and Andrew Elby
Phys. Rev. Phys. Educ. Res. 12, 010118 (2016) - Published 26 February, 2016
High-stakes testing can result in students choosing surface approaches to learning instead over deeper approaches.
Bethany R. Wilcox and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 12, 010123 (2016) - Published 21 March, 2016
A valid and reliable survey instrument to measure students’ beliefs and expectations about the nature of experimental physics.
Dimitri R. Dounas-Frazer, Kevin L. Van De Bogart, MacKenzie R. Stetzer, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 12, 010137 (2016) - Published 15 June, 2016
Troubleshooting a malfunctioning apparatus engages students in the core scientific practice of modeling.
Michael M. Hull, Beth A. Lindsey, Matthew Archambault, Kathleen Davey, and Amy Y. Liu
Phys. Rev. Phys. Educ. Res. 12, 010101 (2016) - Published 25 January, 2016
Developing a deeper understanding of instructional practices that can improve student attitudes about learning.
Mary Bridget Kustusch
Phys. Rev. Phys. Educ. Res. 12, 010102 (2016) - Published 27 January, 2016
Developing a deeper understanding of student difficulties applying right-hand rules.
Kathleen Foote, Alexis Knaub, Charles Henderson, Melissa Dancy, and Robert J. Beichner
Phys. Rev. Phys. Educ. Res. 12, 010103 (2016) - Published 4 February, 2016
Local success, administrative support, interaction with outside users and funding are common features of successful implementations of SCALE-UP.
Ryan S. Nixon, T. J. Godfrey, Nicholas T. Mayhew, and Craig C. Wiegert
Phys. Rev. Phys. Educ. Res. 12, 010104 (2016) - Published 16 February, 2016
Students can take measurements in an undergraduate lab and construct a good graph without understanding the underlying physics phenomena.
Qing X. Ryan, Evan Frodermann, Kenneth Heller, Leonardo Hsu, and Andrew Mason
Phys. Rev. Phys. Educ. Res. 12, 010105 (2016) - Published 16 February, 2016
Usability tests reveal features that make computer coaches attractive to students.
Lana Ivanjek, Ana Susac, Maja Planinic, Aneta Andrasevic, and Zeljka Milin-Sipus
Phys. Rev. Phys. Educ. Res. 12, 010106 (2016) - Published 16 February, 2016
Students have poor conceptual understanding of graphical features, such as slope and area under the curve, that are commonly used in introductory physics teaching.
Pablo Barniol and Genaro Zavala
Phys. Rev. Phys. Educ. Res. 12, 010107 (2016) - Published 18 February, 2016
Introducing the mechanical waves conceptual survey.
Laurens Bollen, Mieke De Cock, Kristina Zuza, Jenaro Guisasola, and Paul van Kampen
Phys. Rev. Phys. Educ. Res. 12, 010108 (2016) - Published 18 February, 2016
The ability to find the slope at a given location on a context-free graph does not predict student success in finding the instantaneous velocity at a given location on a distance versus time graph.
Eleanor W. Close, Jessica Conn, and Hunter G. Close
Phys. Rev. Phys. Educ. Res. 12, 010109 (2016) - Published 22 February, 2016
Participation in a learning assistant program supports both stronger physics student and instructor identity, and reconciles these into a coherent integrated physics identity.
Melissa Dancy, Charles Henderson, and Chandra Turpen
Phys. Rev. Phys. Educ. Res. 12, 010110 (2016) - Published 22 February, 2016
Faculty generally modify specific instructional strategies and may modify out essential components.
Kathleen A. Hinko, Peter Madigan, Eric Miller, and Noah D. Finkelstein
Phys. Rev. Phys. Educ. Res. 12, 010111 (2016) - Published 22 February, 2016
When students interact with children in after-school programs, they display three main pedagogical modalities: instruction, consultation, and participation.
Raina Khatri, Charles Henderson, Renée Cole, Jeffrey E. Froyd, Debra Friedrichsen, and Courtney Stanford
Phys. Rev. Phys. Educ. Res. 12, 010112 (2016) - Published 22 February, 2016
To effectively propagate instructional strategies, developers should interact with users during development and dissemination and support adopters.
Joel C. Corbo, Daniel L. Reinholz, Melissa H. Dancy, Stanley Deetz, and Noah Finkelstein
Phys. Rev. Phys. Educ. Res. 12, 010113 (2016) - Published 22 February, 2016
A research-based framework for promoting institutional change in higher education.
Benjamin T. Spike and Noah D. Finkelstein
Phys. Rev. Phys. Educ. Res. 12, 010114 (2016) - Published 22 February, 2016
Validated framework examines how physics teaching assistants talk about and engage in physics teaching.
Adrian Madsen, Sarah B. McKagan, Mathew Sandy Martinuk, Alexander Bell, and Eleanor C. Sayre
Phys. Rev. Phys. Educ. Res. 12, 010115 (2016) - Published 22 February, 2016
Faculty are interested in using research-based assessments of their students’ learning, but want practical help, community and expert advice, and comparisons to others’ results.
Chandra Turpen, Melissa Dancy, and Charles Henderson
Phys. Rev. Phys. Educ. Res. 12, 010116 (2016) - Published 22 February, 2016
Faculty choose to use Peer Instruction because it is not lecture, and because they have had positive experiences with it.
Jacquelyn J. Chini, Carrie L. Straub, and Kevin H. Thomas
Phys. Rev. Phys. Educ. Res. 12, 010117 (2016) - Published 22 February, 2016
Learning assistants practice physics pedagogy in a highly immersive mixed-reality classroom simulator.
Sevda Yerdelen-Damar and Andrew Elby
Phys. Rev. Phys. Educ. Res. 12, 010118 (2016) - Published 26 February, 2016
High-stakes testing can result in students choosing surface approaches to learning instead over deeper approaches.
Haim Eshach, Tzu-Chiang Lin, and Chin-Chung Tsai
Phys. Rev. Phys. Educ. Res. 12, 010119 (2016) - Published 4 March, 2016
Materialistic thinking is a barrier to students’ developing a scientific understanding of sound.
Dawn Bennett, Lynne Roberts, and Christine Creagh
Phys. Rev. Phys. Educ. Res. 12, 010120 (2016) - Published 7 March, 2016
Engaging first-year university physics students through the use of ‘possible selves’ to encourage explicit reflection on course learning in terms of future career aspirations.
Benjamin R. Brown, Andrew Mason, and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 12, 010121 (2016) - Published 16 March, 2016
Advanced physics students do not use their mistakes as an opportunity to learn unless given an explicit incentive to do so.
Christopher M. Nakamura, Sytil K. Murphy, Michael G. Christel, Scott M. Stevens, and Dean A. Zollman
Phys. Rev. Phys. Educ. Res. 12, 010122 (2016) - Published 16 March, 2016
Development of a self-learning computer tutor that can correctly interpret student short answer responses to introductory physics questions.
Bethany R. Wilcox and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 12, 010123 (2016) - Published 21 March, 2016
A valid and reliable survey instrument to measure students’ beliefs and expectations about the nature of experimental physics.
Rabindra R. Bajracharya and John R. Thompson
Phys. Rev. Phys. Educ. Res. 12, 010124 (2016) - Published 30 March, 2016
Introductory physics students favor algebraic solution procedures over graphical procedures, even when the former is not sufficient to solve the problem.
John Stewart, Seth DeVore, Gay Stewart, and Lynnette Michaluk
Phys. Rev. Phys. Educ. Res. 12, 010125 (2016) - Published 1 April, 2016
Introductory college students have a fixed amount of time that they are willing to allocate to physics homework.
Hannah C. Sabo, Lisa M. Goodhew, and Amy D. Robertson
Phys. Rev. Phys. Educ. Res. 12, 010126 (2016) - Published 4 April, 2016
An articulation of conceptual resources commonly used by university physics students when reasoning about energy.
Kathleen T. Foote
Phys. Rev. Phys. Educ. Res. 12, 010127 (2016) - Published 1 April, 2016
Case studies of successful adoptions of Studio-style curricula suggest that articulating core principles needed to uphold the integrity of a reform and involving other secondary users in the dissemination process can promote effective adoption.
Eric Kuo and Carl E. Wieman
Phys. Rev. Phys. Educ. Res. 12, 010128 (2016) - Published 5 April, 2016
Early exposure to contrasting cases improves student learning of physics concepts.
Nuri Balta, Andrew J. Mason, and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 12, 010129 (2016) - Published 12 April, 2016
Validation of the Turkish version of the Attitude and Approaches to Problem Solving survey.
Jennifer L. Docktor, Jay Dornfeld, Evan Frodermann, Kenneth Heller, Leonardo Hsu, Koblar Alan Jackson, Andrew Mason, Qing X. Ryan, and Jie Yang
Phys. Rev. Phys. Educ. Res. 12, 010130 (2016) - Published 11 May, 2016
A rubric allows enables researchers, curriculum developers, and teachers to evaluate students’ problem solutions.
Alexandru Maries and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 12, 010131 (2016) - Published 23 May, 2016
Graduate teaching assistants are more accurate at predicting the popularity of incorrect answers on the Force Concept Inventory than random guessing, but they did not identify many common difficulties that occur among introductory physics students.
Francisco Savall-Alemany, Josep Lluís Domènech-Blanco, Jenaro Guisasola, and Joaquín Martínez-Torregrosa
Phys. Rev. Phys. Educ. Res. 12, 010132 (2016) - Published 25 May, 2016
Secondary physics teachers and their students are unable to use a quantum model to explain atomic spectra.
Lachlan P. McGinness and C. M. Savage
Phys. Rev. Phys. Educ. Res. 12, 010133 (2016) - Published 26 May, 2016
A new concept inventory to measure introductory student understanding of classical action physics.
Andrew F. Heckler and Brendon D. Mikula
Phys. Rev. Phys. Educ. Res. 12, 010134 (2016) - Published 9 June, 2016
In a computer-based learning environment providing a brief general explanation of the correct solution process leads to stronger learning gains than telling students about the correctness of their answer.
Vanes Mešić, Erna Hajder, Knut Neumann, and Nataša Erceg
Phys. Rev. Phys. Educ. Res. 12, 010135 (2016) - Published 10 June, 2016
Visualizations are important in teaching physics and can be improved through research.
Vashti Sawtelle and Chandra Turpen
Phys. Rev. Phys. Educ. Res. 12, 010136 (2016) - Published 15 June, 2016
Biology student’s shifts in identity, affect, and epistemology in a physics course which leverages students’ identity and expertise in biology to promote a stronger relationship with physics.
Dimitri R. Dounas-Frazer, Kevin L. Van De Bogart, MacKenzie R. Stetzer, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 12, 010137 (2016) - Published 15 June, 2016
Troubleshooting a malfunctioning apparatus engages students in the core scientific practice of modeling.
Jason J. B. Harlow, David M. Harrison, and Andrew Meyertholen
Phys. Rev. Phys. Educ. Res. 12, 010138 (2016) - Published 16 June, 2016
Students in randomly assigned collaborative learning groups do just as well as those in carefully assigned groups.
Bethany R. Wilcox, Benjamin M. Zwickl, Robert D. Hobbs, John M. Aiken, Nathan M. Welch, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 12, 010139 (2016) - Published 17 June, 2016
A centralized model for the administration and analysis of research-based assessments.
Anna K. Wood, Ross K. Galloway, Robyn Donnelly, and Judy Hardy
Phys. Rev. Phys. Educ. Res. 12, 010140 (2016) - Published 30 June, 2016
Towards the development of more refined descriptions of type and amount of interactivity in an introductory college physics course.
J. Saltzman, M. F. Price, and M. B. Rogers
Phys. Rev. Phys. Educ. Res. 12, 013101 (2016) - Published 7 April, 2016
We may be missing important information by ignoring neutral responses on epistemological surveys such as the Maryland Physics Expectation Survey.
Mads Kock Pedersen, Birk Skyum, Robert Heck, Romain Müller, Mark Bason, Andreas Lieberoth, and Jacob F. Sherson
Phys. Rev. Phys. Educ. Res. 12, 013102 (2016) - Published 18 April, 2016
The addition of virtual learning tools to upper-level physics courses can improve student learning.
