Bor Gregorcic, Gorazd Planinsic, and Eugenia Etkina
Phys. Rev. Phys. Educ. Res. 13, 020104 (2017) - Published 2 August, 2017
When learning physics students rely heavily on meaning-making resources, such as hand gestures, to express ideas that are difficult to verbalize.
Alice Olmstead and Chandra Turpen
Phys. Rev. Phys. Educ. Res. 13, 020123 (2017) - Published 24 October, 2017
Qualitative study of workshops designed to introduce faculty to research-based instructional strategies shows that facilitation is the key to engaging participants in sensemaking.
Daryl McPadden and Eric Brewe
Phys. Rev. Phys. Educ. Res. 13, 020129 (2017) - Published 15 November, 2017
Modeling instruction in introductory physics increases the number and variety of representations that student use.
Rachel E. Scherr, Monica Plisch, Kara E. Gray, Geoff Potvin, and Theodore Hodapp
Phys. Rev. Phys. Educ. Res. 13, 020133 (2017) - Published 29 November, 2017
An emphasis on innate talent in graduate admissions may be limiting the diversity of admitted students.
Dimitri R. Dounas-Frazer, Jacob T. Stanley, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 13, 020136 (2017) - Published 6 December, 2017
Frustration and struggle are necessary features of learning environments that promote student ownership of projects, as opposed to obstacles that hinder ownership.
Geoff Potvin, Deepa Chari, and Theodore Hodapp
Phys. Rev. Phys. Educ. Res. 13, 020142 (2017) - Published 29 December, 2017
Over-reliance on GRE scores for admission may be substantially limiting the number of well-qualified women and students from traditionally marginalized racial or ethnic groups accepted to physics graduate programs.
Anne E. Leak, Susan L. Rothwell, Javier Olivera, Benjamin Zwickl, Jarrett Vosburg, and Kelly Norris Martin
Phys. Rev. Phys. Educ. Res. 13, 020101 (2017) - Published 18 July, 2017
A preliminary framework for describing strategies used by physics graduate students when solving real problems.
Amy D. Robertson and Abigail R. Daane
Phys. Rev. Phys. Educ. Res. 13, 020102 (2017) - Published 20 July, 2017
Appropriate professional development for K-12 teachers can lead to large improvements in attitudes about science.
Alexandru Maries, Shih-Yin Lin, and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 13, 020103 (2017) - Published 2 August, 2017
Different types of scaffolding had different effects on students’ representational consistency.
Bor Gregorcic, Gorazd Planinsic, and Eugenia Etkina
Phys. Rev. Phys. Educ. Res. 13, 020104 (2017) - Published 2 August, 2017
When learning physics students rely heavily on meaning-making resources, such as hand gestures, to express ideas that are difficult to verbalize.
Rosemary S. Russ and Tor Ole B. Odden
Phys. Rev. Phys. Educ. Res. 13, 020105 (2017) - Published 9 August, 2017
An argument for viewing evidence-based reasoning and model-based reasoning as two subcomponents of the larger activity of sense making.
Matthew Vonk, Peter Bohacek, Cheryl Militello, and Ellen Iverson
Phys. Rev. Phys. Educ. Res. 13, 020106 (2017) - Published 11 August, 2017
Direct measurement videos can also help students develop robust quantitative modeling skills.
Anna McLean Phillips, Jessica Watkins, and David Hammer
Phys. Rev. Phys. Educ. Res. 13, 020107 (2017) - Published 11 August, 2017
Problematizing is an important aspect of scientific inquiry that is mostly missing from curricula and standards that depict science as beginning with questions.
Bahar Modir, John D. Thompson, and Eleanor C. Sayre
Phys. Rev. Phys. Educ. Res. 13, 020108 (2017) - Published 14 August, 2017
Four epistemological frames for describing student behavior when collaboratively solving physics problems.
Laurens Bollen, Paul van Kampen, Charles Baily, Mossy Kelly, and Mieke De Cock
Phys. Rev. Phys. Educ. Res. 13, 020109 (2017) - Published 16 August, 2017
Undergraduate physics students experience many difficulties describing vector fields both symbolically and graphically.
Bethany R. Wilcox and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 13, 020110 (2017) - Published 23 August, 2017
Laboratory physics courses typically do not help students develop more expertlike beliefs about experimental physics.
Genaro Zavala, Santa Tejeda, Pablo Barniol, and Robert J. Beichner
Phys. Rev. Phys. Educ. Res. 13, 020111 (2017) - Published 31 August, 2017
A modified version of the test of understanding graphs in kinematics.
Ryan Badeau, Daniel R. White, Bashirah Ibrahim, Lin Ding, and Andrew F. Heckler
Phys. Rev. Phys. Educ. Res. 13, 020112 (2017) - Published 31 August, 2017
Synthesis worked examples combined with either analogical comparisons or self-explanations are useful in helping students develop complex problem solving skills.
Charles Baily, Qing X. Ryan, Cecilia Astolfi, and Steven J. Pollock
Phys. Rev. Phys. Educ. Res. 13, 020113 (2017) - Published 5 September, 2017
Introducing a free-response conceptual assessment for advanced undergraduate electrodynamics.
Rachel Henderson, Gay Stewart, John Stewart, Lynnette Michaluk, and Adrienne Traxler
Phys. Rev. Phys. Educ. Res. 13, 020114 (2017) - Published 6 September, 2017
A latent variable that can explain gender differences in CSEM performance.
Alexandru Maries, Ryan Sayer, and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 13, 020115 (2017) - Published 11 September, 2017
Interactive tutorials focused on the Mach-Zehnder interferometer and the double-slit experiment help students learn how to use the concept of “which-path” information.
Kevin L. Van De Bogart, Dimitri R. Dounas-Frazer, H. J. Lewandowski, and MacKenzie R. Stetzer
Phys. Rev. Phys. Educ. Res. 13, 020116 (2017) - Published 12 September, 2017
Students engage in socially mediated metacognition while troubleshooting during an introductory physics lab.
Hillary Dawkins, Holly Hedgeland, and Sally Jordan
Phys. Rev. Phys. Educ. Res. 13, 020117 (2017) - Published 13 September, 2017
The apparent positive male bias on mechanics content may be due to the common presence of multidimensional diagrams in mechanics questions.
Guangtian Zhu and Jue Wang
Phys. Rev. Phys. Educ. Res. 13, 020118 (2017) - Published 21 September, 2017
Student development of expertise in problem categorization in mechanics over three years.
William R. Evans and Mats A. Selen
Phys. Rev. Phys. Educ. Res. 13, 020119 (2017) - Published 4 October, 2017
Mastery-style homework is better than traditional-style homework for weaker introductory physics students.
Bashirah Ibrahim, Lin Ding, Andrew F. Heckler, Daniel R. White, and Ryan Badeau
Phys. Rev. Phys. Educ. Res. 13, 020120 (2017) - Published 5 October, 2017
Mathematical complexity impedes introductory physics students’ ability to combine equations on synthesis problems.
Michele W. McColgan, Rose A. Finn, Darren L. Broder, and George E. Hassel
Phys. Rev. Phys. Educ. Res. 13, 020121 (2017) - Published 23 October, 2017
Introducing the electricity and magnetism conceptual assessment as a new instrument that aligns well with typical course content in the second semester of a year-long college-level introductory physics course.
Gregory T. Rushton, David Rosengrant, Andrew Dewar, Lisa Shah, Herman E. Ray, Keith Sheppard, and Lynn Watanabe
Phys. Rev. Phys. Educ. Res. 13, 020122 (2017) - Published 23 October, 2017
Analysis of a large data set indicates that while the trends are positive, the U.S. still falls short of having a highly qualified teacher in every high school physics classroom.
Alice Olmstead and Chandra Turpen
Phys. Rev. Phys. Educ. Res. 13, 020123 (2017) - Published 24 October, 2017
Qualitative study of workshops designed to introduce faculty to research-based instructional strategies shows that facilitation is the key to engaging participants in sensemaking.
Jason J. B. Harlow, David M. Harrison, Michael Justason, Andrew Meyertholen, and Brian Wilson
Phys. Rev. Phys. Educ. Res. 13, 020124 (2017) - Published 27 October, 2017
Personality type is correlated with student performance in an introductory physics course.
Ana Susac, Andreja Bubic, Petra Martinjak, Maja Planinic, and Marijan Palmovic
Phys. Rev. Phys. Educ. Res. 13, 020125 (2017) - Published 31 October, 2017
Graphical representation helps students visualize data and reduces the cognitive load, resulting in improved capacity for understanding.
Scott S. Douglas, John M. Aiken, Shih-Yin Lin, Edwin F. Greco, Emily Alicea-Muñoz, and Michael F. Schatz
Phys. Rev. Phys. Educ. Res. 13, 020126 (2017) - Published 1 November, 2017
Tracking and understanding changes in student peer assessment behavior during an introductory mechanics course.
Jacob T. Stanley, Weifeng Su, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 13, 020127 (2017) - Published 6 November, 2017
Model-based reasoning can be evaluated through an examination of students’ lab notebook entries.
Mallory Conlon, Kim Coble, Janelle M. Bailey, and Lynn R. Cominsky
Phys. Rev. Phys. Educ. Res. 13, 020128 (2017) - Published 10 November, 2017
The fate of the Universe is still an open question for astronomers and thus is a good opportunity for instructors to help students learn about how scientists use evidence and theory to evaluate possibilities.
Daryl McPadden and Eric Brewe
Phys. Rev. Phys. Educ. Res. 13, 020129 (2017) - Published 15 November, 2017
Modeling instruction in introductory physics increases the number and variety of representations that student use.
Ajith Rajapaksha and Andrew S. Hirsch
Phys. Rev. Phys. Educ. Res. 13, 020130 (2017) - Published 21 November, 2017
Implementing competency-based instruction in introductory physics.
Antje Kohnle and Gina Passante
Phys. Rev. Phys. Educ. Res. 13, 020131 (2017) - Published 28 November, 2017
It is important to support students in making sense of the representations shown in a simulation and in learning to choose the most appropriate representation for a given task.
Alvaro Suarez, Sandra Kahan, Genaro Zavala, and Arturo C. Marti
Phys. Rev. Phys. Educ. Res. 13, 020132 (2017) - Published 28 November, 2017
Students’ have significant difficulties connecting the kinematics and dynamics of moving fluids.
Rachel E. Scherr, Monica Plisch, Kara E. Gray, Geoff Potvin, and Theodore Hodapp
Phys. Rev. Phys. Educ. Res. 13, 020133 (2017) - Published 29 November, 2017
An emphasis on innate talent in graduate admissions may be limiting the diversity of admitted students.
Dehui Hu, Benjamin M. Zwickl, Bethany R. Wilcox, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 13, 020134 (2017) - Published 29 November, 2017
In order for students to develop an expertlike understanding of scientific communication, instructors need to emphasize scientific argument rather than formatting in lab reports.
Michi Ishimoto, Glen Davenport, and Michael C. Wittmann
Phys. Rev. Phys. Educ. Res. 13, 020135 (2017) - Published 30 November, 2017
Item response curves can be used as part of the validation process when extending multiple-choice instruments to new contexts, such as languages and nationalities.
Dimitri R. Dounas-Frazer, Jacob T. Stanley, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 13, 020136 (2017) - Published 6 December, 2017
Frustration and struggle are necessary features of learning environments that promote student ownership of projects, as opposed to obstacles that hinder ownership.
Rebecca L. Forrest, Donna W. Stokes, Andrea B. Burridge, and Carol D. Voight
Phys. Rev. Phys. Educ. Res. 13, 020137 (2017) - Published 7 December, 2017
A short term on-line math tutorial can increase student success in introductory college physics.
Shih-Yin Lin, John M. Aiken, Daniel T. Seaton, Scott S. Douglas, Edwin F. Greco, Brian D. Thoms, and Michael F. Schatz
Phys. Rev. Phys. Educ. Res. 13, 020138 (2017) - Published 18 December, 2017
Students engaged with videos that support laboratory activities more than with videos that present lecture content.
Jenaro Guisasola, Kristina Zuza, Jaume Ametller, and José Gutierrez-Berraondo
Phys. Rev. Phys. Educ. Res. 13, 020139 (2017) - Published 26 December, 2017
An articulation of specific strategies for the use of design-based research to develop instructional sequences.
Janelle M. Bailey, Doug Lombardi, Jacqueline R. Cordova, and Gale M. Sinatra
Phys. Rev. Phys. Educ. Res. 13, 020140 (2017) - Published 26 December, 2017
Self-efficacy is related to student achievement and the use of effective learning strategies.
Benjamin W. Dreyfus, Andrew Elby, Ayush Gupta, and Erin Ronayne Sohr
Phys. Rev. Phys. Educ. Res. 13, 020141 (2017) - Published 28 December, 2017
Mathematical sense-making in quantum mechanics requires new symbolic forms not needed for classical mechanics.
Geoff Potvin, Deepa Chari, and Theodore Hodapp
Phys. Rev. Phys. Educ. Res. 13, 020142 (2017) - Published 29 December, 2017
Over-reliance on GRE scores for admission may be substantially limiting the number of well-qualified women and students from traditionally marginalized racial or ethnic groups accepted to physics graduate programs.
Bethany R. Wilcox and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 13, 023101 (2017) - Published 11 September, 2017
Undergraduate students’ attitudes and beliefs do not improve with laboratory instruction, instead those who initially had more expertlike attitudes and beliefs are more likely to persist.
