Eric Brewe and Vashti Sawtelle
Phys. Rev. Phys. Educ. Res. 12, 020001 (2016) - Published 1 August, 2016
Charles Henderson
Phys. Rev. Phys. Educ. Res. 12, 020002 (2016) - Published 12 August, 2016
Rachel Scherr
Phys. Rev. Phys. Educ. Res. 12, 020003 (2016) - Published 30 November, 2016
Ramón S. Barthelemy, Melinda McCormick, and Charles Henderson
Phys. Rev. Phys. Educ. Res. 12, 020119 (2016) - Published 1 August, 2016
Interview study with women in graduate physics and astronomy programs regarding their experiences with sexism, discrimination, and particularly microagressions.
Allison J. Gonsalves, Anna Danielsson, and Helena Pettersson
Phys. Rev. Phys. Educ. Res. 12, 020120 (2016) - Published 1 August, 2016
Identity used as a performance lens to illustrate how masculinity studies are consequential for understanding gender dynamics in the physics community.
Matthew Wilcox, Yuehai Yang, and Jacquelyn J. Chini
Phys. Rev. Phys. Educ. Res. 12, 020123 (2016) - Published 5 August, 2016
Towards a model of the influences that shape teaching assistants’ buy-in and practices in implementing active learning instruction.
Kara E. Gray, David C. Webb, and Valerie K. Otero
Phys. Rev. Phys. Educ. Res. 12, 020126 (2016) - Published 1 September, 2016
K-12 teachers who served as undergraduate learning assistants during during their preservice preparation use higher levels of reformed teaching than their peers.
Robynne M. Lock and Zahra Hazari
Phys. Rev. Phys. Educ. Res. 12, 020101 (2016) - Published 5 July, 2016
Explicit discussions of the underrepresentation of women in science can change the way that female students interpret their experiences and potential futures as scientists.
Ying Cao and Bárbara M. Brizuela
Phys. Rev. Phys. Educ. Res. 12, 020102 (2016) - Published 7 July, 2016
A preliminary investigation of Chinese high school students’ productive resources for learning about electric fields.
N. G. Holmes and Carl E. Wieman
Phys. Rev. Phys. Educ. Res. 12, 020103 (2016) - Published 12 July, 2016
Comparison of cognitive activities students use in undergraduate research experiences and lab courses to those required for experimental research.
James Day, Jared B. Stang, N. G. Holmes, Dhaneesh Kumar, and D. A. Bonn
Phys. Rev. Phys. Educ. Res. 12, 020104 (2016) - Published 1 August, 2016
Examination of gender gaps and potential sources of gender gaps through laboratory observations.
Jayson M. Nissen and Jonathan T. Shemwell
Phys. Rev. Phys. Educ. Res. 12, 020105 (2016) - Published 1 August, 2016
Using an in-the-moment sampling technique the differences between men and women’s self-efficacy in different activity areas is investigated.
Sarah L. Eddy and Sara E. Brownell
Phys. Rev. Phys. Educ. Res. 12, 020106 (2016) - Published 1 August, 2016
Gender disparities beyond physics on measures that have been correlated with a focus on identifying underlying mechanisms to understand how these inequalities arise.
Geoff Potvin and Zahra Hazari
Phys. Rev. Phys. Educ. Res. 12, 020107 (2016) - Published 1 August, 2016
The relationship between student gender and physics identity in evaluating high school physics teachers, finding that students who identify strongly with physics show a stronger bias in favor of male high school physics teachers.
Linda J. Sax, Kathleen J. Lehman, Ramón S. Barthelemy, and Gloria Lim
Phys. Rev. Phys. Educ. Res. 12, 020108 (2016) - Published 1 August, 2016
Four decades of data exploring how women’s interest and intention to major in physics has changed over time in comparison to other fields.
Rachel Ivie, Susan White, and Raymond Y. Chu
Phys. Rev. Phys. Educ. Res. 12, 020109 (2016) - Published 1 August, 2016
Longitudinal study of astronomy graduate students that identifies factors contributing to retention in general with a focus on gender.
Karyn L. Lewis, Jane G. Stout, Steven J. Pollock, Noah D. Finkelstein, and Tiffany A. Ito
Phys. Rev. Phys. Educ. Res. 12, 020110 (2016) - Published 1 August, 2016
Review of empirical and theoretical literature on the importance of sense of belonging in academic contexts including recommendations for physics educators.
Kate Wilson, David Low, Matthew Verdon, and Alix Verdon
Phys. Rev. Phys. Educ. Res. 12, 020111 (2016) - Published 1 August, 2016
Comparison of performance on competitive physics tests among Australian high school students revealing gender gaps.
Staffan Andersson and Anders Johansson
Phys. Rev. Phys. Educ. Res. 12, 020112 (2016) - Published 1 August, 2016
A qualitative study of student perceptions of practice in physics identifies differences by physics program rather than by gender.
Katemari Rosa and Felicia Moore Mensah
Phys. Rev. Phys. Educ. Res. 12, 020113 (2016) - Published 1 August, 2016
A case study analysis of successful Black women, with PhDs in physics, and the key themes that led to their success.
Adrienne L. Traxler, Ximena C. Cid, Jennifer Blue, and Ramón Barthelemy
Phys. Rev. Phys. Educ. Res. 12, 020114 (2016) - Published 1 August, 2016
Reflection on two decades of work on gender in physics education research, which synthesizes past results and argues for new lenses on gender in physics.
Ravinder Koul, Thanita Lerdpornkulrat, and Chanut Poondej
Phys. Rev. Phys. Educ. Res. 12, 020115 (2016) - Published 1 August, 2016
Feeling content with one’s gender identity interacts with math-gender stereotypes to predict self-concept in math and physics.
Angela M. Kelly
Phys. Rev. Phys. Educ. Res. 12, 020116 (2016) - Published 1 August, 2016
A synthesis of sociopsychological theories and research to establish a framework for exploring pathways and targeted interventions for the low representation of women in post-secondary physics.
Emily A. Dare and Gillian H. Roehrig
Phys. Rev. Phys. Educ. Res. 12, 020117 (2016) - Published 1 August, 2016
A study examining perceptions of 6th grade students regarding physics and physics-related careers.
Idaykis Rodriguez, Geoff Potvin, and Laird H. Kramer
Phys. Rev. Phys. Educ. Res. 12, 020118 (2016) - Published 1 August, 2016
There is no penalty in upper-level courses on physics majors who take introductory physics in an active learning format.
Ramón S. Barthelemy, Melinda McCormick, and Charles Henderson
Phys. Rev. Phys. Educ. Res. 12, 020119 (2016) - Published 1 August, 2016
Interview study with women in graduate physics and astronomy programs regarding their experiences with sexism, discrimination, and particularly microagressions.
Allison J. Gonsalves, Anna Danielsson, and Helena Pettersson
Phys. Rev. Phys. Educ. Res. 12, 020120 (2016) - Published 1 August, 2016
Identity used as a performance lens to illustrate how masculinity studies are consequential for understanding gender dynamics in the physics community.
Pieter Coppens, Johan Van den Bossche, and Mieke De Cock
Phys. Rev. Phys. Educ. Res. 12, 020121 (2016) - Published 2 August, 2016
A video observation protocol to assess and improve laboratory activities.
Jing Han, Kathleen Koenig, Lili Cui, Joseph Fritchman, Dan Li, Wanyi Sun, Zhao Fu, and Lei Bao
Phys. Rev. Phys. Educ. Res. 12, 020122 (2016) - Published 4 August, 2016
Half-length versions of the Force Concept Inventory provide equivalent scores to the full-length inventory while reducing administration time and eliminating possible item memorization effects.
Matthew Wilcox, Yuehai Yang, and Jacquelyn J. Chini
Phys. Rev. Phys. Educ. Res. 12, 020123 (2016) - Published 5 August, 2016
Towards a model of the influences that shape teaching assistants’ buy-in and practices in implementing active learning instruction.
Remy Dou, Eric Brewe, Justyna P. Zwolak, Geoff Potvin, Eric A. Williams, and Laird H. Kramer
Phys. Rev. Phys. Educ. Res. 12, 020124 (2016) - Published 9 August, 2016
Using social network analysis to understand drops in student self-efficacy in introductory physics.
Jon D. H. Gaffney and Amy L. Housley Gaffney
Phys. Rev. Phys. Educ. Res. 12, 020125 (2016) - Published 23 August, 2016
Understanding and reducing student resistance to interactive engagement instructional strategies.
Kara E. Gray, David C. Webb, and Valerie K. Otero
Phys. Rev. Phys. Educ. Res. 12, 020126 (2016) - Published 1 September, 2016
K-12 teachers who served as undergraduate learning assistants during during their preservice preparation use higher levels of reformed teaching than their peers.
Seth DeVore, Alexandre Gauthier, Jeremy Levy, and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 12, 020127 (2016) - Published 6 September, 2016
Development and evaluation of a research-based tutorial to help students develop an understanding of the lock-in amplifier.
Marina Milner-Bolotin, Davor Egersdorfer, and Murugan Vinayagam
Phys. Rev. Phys. Educ. Res. 12, 020128 (2016) - Published 7 September, 2016
Preservice teacher preparation courses can use online feedback to help teacher candidates improve their questioning skills.
Jacob T. Stanley and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 12, 020129 (2016) - Published 14 September, 2016
Physics graduate students do not learn how to maintain a lab notebook through formal instruction.
Bethany R. Wilcox and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 12, 020130 (2016) - Published 16 September, 2016
Exploring the gender gap in student attitudes towards laboratory-focused physics courses.
Eric Brewe, Jesper Bruun, and Ian G. Bearden
Phys. Rev. Phys. Educ. Res. 12, 020131 (2016) - Published 20 September, 2016
Introducing module analysis as an alternative to factor analysis for understanding student responses on multiple-choice conceptual inventories.
Bethany R. Wilcox and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 12, 020132 (2016) - Published 3 October, 2016
Students in lab courses with open-ended lab activities have more expertlike beliefs about experimental physics than student in more traditional lab courses.
Ryan Sayer, Emily Marshman, and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 12, 020133 (2016) - Published 18 October, 2016
A set of in-class reading quizzes and clicker questions leads to improved student learning in a quantum mechanics course.
Laurens Bollen, Paul van Kampen, Charles Baily, and Mieke De Cock
Phys. Rev. Phys. Educ. Res. 12, 020134 (2016) - Published 19 October, 2016
Undergraduate physics majors have difficulties relating the mathematical representations of fields in terms of divergence and curl to field diagrams.
Suttida Rakkapao, Singha Prasitpong, and Kwan Arayathanitkul
Phys. Rev. Phys. Educ. Res. 12, 020135 (2016) - Published 25 October, 2016
An example of the use of item response theory to assess multiple-choice conceptual instruments.
Alice Olmstead and Chandra Turpen
Phys. Rev. Phys. Educ. Res. 12, 020136 (2016) - Published 25 October, 2016
The development and use of the real-time professional development observation tool, which can document the form and focus of faculty’s engagement during workshops.
Lin Ding and Ping Zhang
Phys. Rev. Phys. Educ. Res. 12, 020137 (2016) - Published 2 November, 2016
Chinese teachers exhibit a nonlinear progression in their attitudes about learning physics as they move from preuniversity students to practicing teachers.
Seth DeVore, John Stewart, and Gay Stewart
Phys. Rev. Phys. Educ. Res. 12, 020138 (2016) - Published 10 November, 2016
Most conceptual inventories used in physics education research contain questions that are affected by the test taking strategies of students.
Nataša Erceg, Ivica Aviani, Vanes Mešić, Matko Glunčić, and Gordana Žauhar
Phys. Rev. Phys. Educ. Res. 12, 020139 (2016) - Published 16 November, 2016
Introducing the 22-item kinetic molecular theory of gases concept inventory.
Gina M. Quan and Andrew Elby
Phys. Rev. Phys. Educ. Res. 12, 020140 (2016) - Published 21 November, 2016
Students’ self-efficacy about research may be coupled with their views about the nature of science.
Mark A. McDaniel, Siera M. Stoen, Regina F. Frey, Zachary E. Markow, K. Mairin Hynes, Jiuqing Zhao, and Michael J. Cahill
Phys. Rev. Phys. Educ. Res. 12, 020141 (2016) - Published 22 November, 2016
Instructional strategies that improve conceptual understanding in introductory physics do not necessarily result in improved problem solving performance.
Laura Tucker, Rachel E. Scherr, Todd Zickler, and Eric Mazur
Phys. Rev. Phys. Educ. Res. 12, 020142 (2016) - Published 30 November, 2016
Meaningful classroom observations can be made without audio information.
Kelly Miller, Sacha Zyto, David Karger, Junehee Yoo, and Eric Mazur
Phys. Rev. Phys. Educ. Res. 12, 020143 (2016) - Published 14 December, 2016
Meaningful engagement in online discussions improves student learning.
Laura Buteler and Enrique Coleoni
Phys. Rev. Phys. Educ. Res. 12, 020144 (2016) - Published 16 December, 2016
Using coordination class theory to understand conceptual progress of students independently of the correctness of their conceptual understanding.
Edward Price, Fred Goldberg, Steve Robinson, and Michael McKean
Phys. Rev. Phys. Educ. Res. 12, 020145 (2016) - Published 22 December, 2016
Calibrated Peer Review is an effective and practical way to engage students in the science practices of constructing and evaluating explanations.
Anna K. Wood, Ross K. Galloway, and Judy Hardy
Phys. Rev. Phys. Educ. Res. 12, 023101 (2016) - Published 28 July, 2016
Demonstration of the dual processing theory as a way to understand learning and assessment in introductory physics.
Trevor I. Smith
Phys. Rev. Phys. Educ. Res. 12, 023102 (2016) - Published 19 September, 2016
A method for adding error bars to model analysis plots.
G. W. Rieger, S. A. Reinsberg, and C. E. Wieman
Phys. Rev. Phys. Educ. Res. 12, 028001 (2016) - Published 16 November, 2016
F. J. Kontur, K. de La Harpe, and N. B. Terry
Phys. Rev. Phys. Educ. Res. 12, 028002 (2016) - Published 16 November, 2016
