Removing the eight gender-biased items from Force Concept Inventory scoring cuts the gender gap in test scores in half.

Average students are more likely to persist in a physics course if they are well immersed into the out-of-class social system of the university and are successfully reaching out to others.

The modes of collaboration framework captures important elements of student engagement in group work and facilitates analysis of different learning environments.

Developing equivalent conceptual tests when the number of students is small with an example from the physics of semiconductors.

Removing the eight gender-biased items from Force Concept Inventory scoring cuts the gender gap in test scores in half.

The item tree analysis is a useful tool to analyze and categorize skills required of students to successfully engage in particular physics tasks.

Introductory physics instruction can help students develop a better understanding of integrals by focusing first on differentials and then on differential products.

Grouping distractors on the Force Concept Inventory to better understand the robustness of student misconceptions.

Students who enter a college physics class with more expertlike attitudes about physics perform better than students with more novicelike attitudes.

Inquiry instruction supports the development of problem-solving skills that are retained by students for at least four years.

Introducing the metric of ‘total cost per student passing the class’ as a method for comparing cost effectiveness of different instructional styles.

Explicit nature of science instruction can stop the typical decline of student epistemological beliefs within an introductory undergraduate astronomy course.

Including authentic life science examples in introductory physics for life sciences majors can increase students’ interest in physics as well as their exam scores.

Systematic error of false positives on the Force Concept Inventory appear to significantly inflate pretest scores for students who score in the midrange.

Students tend to abandon formal approaches to solving a problem if that problem cues a strong intuitive response.

On a set of introductory problems, students provided with diagrams performed no better than, and sometimes worse than, students prompted to draw their own diagrams.

Normalized gain, commonly used to measure instructional efficacy on conceptual instruments such as the Force Concept Inventory, should be used with care as it is biased in favor of populations with higher pretest scores.

A new analysis method for eye tracking data allows new insights into student understanding and learning difficulties.

Teaching assistants often cannot predict what conceptual difficulties introductory physics students are likely to have.

In an introductory physics for life-science course examples that make interdisciplinary connections with students’ other coursework in biology and chemistry are particularly effective at fostering interest.

Introductory physics students often fail to recognize that providing peer feedback can be more beneficial for their learning than receiving feedback.

Introductory physics students consider alternative explanations less frequently when an explanation with high cognitive accessibility is offered.

Introductory physics students and PhD students justify the validity of experimental results differently, suggesting that lab courses should emphasize a variety of approaches for establishing validity.

During interviews about quantum mechanics, students flexibly switch back and forth between parallel stable ontologies, as well as constructing and negotiating new ontologies in-the-moment.

Existing physics concept inventories are not suitable for gathering evidence of the important student learning goals of scientific practices and crosscutting concepts.

Contrary to much concern about the underlying structure of the Force Concept Inventory, confirmatory factor analysis on a large data set supports the original factor structure proposed by the developers.

A proposed method for measuring students’ learning orientations through a short self-report instrument.

States have different minimum cutoff scores on the Praxis Physics Subject Assessment for prospective physics teachers to demonstrate their physics proficiency.

Content knowledge for teaching can be measured on a written assessment based on two main components: tasks of teaching and student content targets.

When implementing mastery-style homework, it is crucial to consider the class context and the affective characteristics of the students.

Anticipating, attending, and responding to students’ unsettled and/or negative emotions is an important and undervalued design consideration for research-based instructional strategies.

Upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding.

Average students are more likely to persist in a physics course if they are well immersed into the out-of-class social system of the university and are successfully reaching out to others.

A tool is presented to critically examine physics identity with special attention to the impacts of structural and systemic racism.

Developing critical thinking in prospective physics teachers.

Using factor analysis to explore the structure of the epistemological beliefs about the physical science survey in the context of introductory astronomy.

Successful employees in the optics industry have characteristics that are not frequently emphasized in undergraduate physics programs.

Multidimensional Item Response Theory is a powerful tool for improving understanding of student knowledge by providing a fine-grained analysis of constructs measured by conceptual inventories.

Past research on students’ understanding of cosmological time informs a proposed research and instructional agenda.

Review of astronomy education research literature involving spatial thinking and reasoning analyzes existing research approaches and makes recommendations for future efforts.

Astronomy instruction through online gaming shows encouraging but mixed results for student learning.

College nonscience majors use essays to argue for and against the position that ancient astronomers were scientists, and improve their understanding of the nature of scientific inquiry in the process.

College introductory astronomy students’ basic science knowledge has remained relatively unchanged over the years, with demographics, beliefs, and attitudes accounting for little of the variance.

The development of a learning progression for stellar structure and evolution is iteratively improved using interview data with high school students participating in multiple implementations of targeted astronomy teaching interventions.

Students believe the Universe to be round but often refer to properties of the Universe itself or objects in it.

Differences in student learning from astronomy images across multiple conditions suggests implications for the design of visual representations in astronomy education.

Case studies of two female doctoral students show complex identity trajectories that are both supported and constrained by the culture of astrophysics.

Effective scientist-teacher partnerships, as defined by those in them, require positive collaborative actions in addition to supportive and productive characteristics and dispositions.

Participants in a year-long astronomy professional development program can be classified along a spectrum of motivations, but said classification can also shift over time.

Item response theory evaluation of light and spectroscopy concept inventory national data set yields methodological and instructional insights.

Middle school teachers’ confidence in their own spatial-scientific reasoning skills influences what and how they teach about lunar phases.

Participation in course-based research experiences in astronomy can lead to a variety of desired cognitive and affective outcomes.

Postdocs in physics education research have a variety of backgrounds and most commonly find positions through informal connections.