Most instructors think that troubleshooting is an important for students to learn in an electronics lab course, but only about half directly assess students’ ability to troubleshoot.

Typical labs do not help students learn physics content.

An instructional sequence to help high school students develop integrated knowledge of quantum mechanics.

Most instructors think that troubleshooting is an important for students to learn in an electronics lab course, but only about half directly assess students’ ability to troubleshoot.

Factor analysis of student Force Concept Inventory responses shows greater alignment with an expert’s interpretation on post-test compared to pretest.

Peer Instruction improves student attitudes and beliefs about physics and learning physics.

Introducting a methodology for identifying content-specific teacher knowledge that shapes their in-the-moment decisions during interactions with students.

Physics teacher preparation should support teachers in developing content knowledge alongside and integrated with responsive instructional practices.

Towards physics teacher preparation based on the development of productive habits.

Lab courses focused on developing laboratory skills may result in more expert-like student beliefs about the nature of experimental physics than those focused on reinforcing physics concepts.

There is significant need for research on the teaching, learning, and assessment of quantum mechanics topics at the secondary and introductory undergraduate levels.

Instructors are generally wasting their time when they create diagrams to illustrate homework and exam problems.

Thriving physics teacher preparation programs require a local champion and institutional commitment.

High school physics students do not form mental models of electromagnetic induction during traditional instruction.

Student social integration in an introductory physics course supports persistence towards a science degree.

Group characteristics may be better predictors of learning gains than individual student characteristics.

High school students think about kinematics problems described with pictures or tables differently from problems involving the same situation, but described with graphs.

Students who can appropriately select correct lab procedures often are cued to select weak procedures when these weak procedures are introduced in the lab activity.

A research-based interactive learning tutorial on the Mach-Zehnder interferometer with single photons helps students to explain the interference phenomena of a single photon, and correctly reason about the collapse of a photon state.

Introducing the Colorado Classical Mechanics/Math Methods Instrument (CCMI); nine open-ended items that measure student understanding of the first half of an upper-level classical mechanics sequence.

Student learning profiles can provide insight into their motivations and learning behaviors and allow educators to provide more effective instruction.

Teaching assistants graded differently in introductory physics and mechanics courses because they think that the latter is more complex than introductory physics and that grading should focus on concepts, while grading in introductory physics should focus on steps and procedures.

The PER community has developed over thirty years from a group of relatively isolated individual researchers to an interconnected network of researchers who collaborate regularly.

Interleaved practice using computer-based mastery instruction with immediate feedback can lead to improved accuracy and fluency in the use of basic skills.

A research-based interactive learning tutorial on the double-slit experiment improves students’ understanding of concepts such as wave-particle duality, the effect of quantum measurement on the wave function, and the occurrence of interference after a large number of single particles pass through the slits.

Student framing of mathematics as expressing physical meaning may support successful shifts in epistemology from classical to quantum physics.

Applying a resources framework to tutorial development and assessment.

Students exhibit coherent alternate conceptions of the world that can be categorized based on patterns of incorrect responses on the Force Concept Inventory.

Students who used interactive electronic learning tutorials performed well on subsequent assessments, but students who were assigned to use the tutorials as a self-study tool performed poorly.

Students who can successfully analyze dc circuits at the macroscopic level are often unable to explain core phenomena at a microscopic level.

Typical labs do not help students learn physics content.

An innovative approach to teaching weight, weightlessness, and free fall that initially avoids the term “weight” and then teaches the language ambiguities explicitly, led to improved conceptual understanding and substantially improved appreciation of language issues.

It can be useful to examine previous empirical results of student performance through the lens of new ideas that emerge within physics education research.

The development and testing of a new inventory to assess students’ ability to interpret different representations in the domain of kinematics.

Synthesis problems in introductory physics support the development of expertlike problem solving approaches by requiring students to focus on the underlying concepts and their application.