Approximately three quarters of undergraduate women in physics report experiencing some type of sexual harassment.

Quantum physics is taught in upper secondary schools in many countries; there are opportunities to improve on the common core curriculum.

Better measurement equipment that provide more decimal places in the measurement results can lead some students to reject a correct hypothesis.

The physics lab inventory of critical thinking is a valid and reliable instrument for measuring student critical thinking in the context of physics experimentation.

Students’ metacognitive thinking can be improved using appropriate procedures applied to homework: four step problem-solving strategy, discussion in class, and grading based on reflection and effort.

The development and validation of a 24-item conceptual inventory to measure student understanding of linear functions in 1D kinematics and mathematics.

Because the conceptual survey of electricity and magnetism and brief electricity and magnetism assessment are of similar difficulty, instructors can reduce test-retest effects by using one as a pretest and the other as a posttest.

Better measurement equipment that provide more decimal places in the measurement results can lead some students to reject a correct hypothesis.

Similar to physics PhD programs, the GRE quantitative test is an important admission consideration for many master’s degree programs; this unnecessarily limits the diversity of physics graduate students.

In some contexts, retrieval-based practice appears to support learning at least as well as Peer Instruction.

Students majoring in science or physics education have more expertlike attitudes toward physics learning than those majoring in traditional science or engineering fields.

A case study illustrates the possibility of the transfer of epistemological resources from reformed physics courses to other courses.

German physics professors consider technical aspects of scientific research as more important than the softer aspects, such as the contribution of different kinds of people to scientific inquiry.

Most physics analogies used in textbooks are poor; often lacking orientation, sufficient mapping between analog and target, and not discussing limitations.

A combined simulation tutorial helps students develop a correct visual understanding of the time evolution of the wave function and how this leads to the time evolution of the probability density.

Upper level E&M students have difficulty constructing differential vector elements in non-Cartesian coordinate systems.

Students do not have a good understanding of the geometrical aspects of polar coordinate systems, thus limiting their ability to reason on E&M topics that use vector calculus.

Both upper-level undergraduate and graduate students struggle using degenerate perturbation theory to finding perturbative corrections to the hydrogen atom energy spectrum for the intermediate field Zeeman effect.

Experience using computation with students in their research and beliefs about the value of computation are more predictive of a faculty member integrating computation in their instruction than demographic or departmental characteristics.

A 32-item scale that can be used to measure physics students’ understanding of introductory level wave optics.

A tutorial developed to help calculus-based introductory physics students improve their understanding of electric field and the superposition principle for the case of continuous charge distributions.

After instruction, many students lack a functional understanding of quantum states and inner products that would allow them to translate between Dirac notation and wave function representation.

Instructional materials that give students opportunities to examine their intuitive ideas are likely to be more effective if offered as a follow up to formal instruction designed to develop solid content understanding.

Virtual labs are more effective than physical labs for understanding difficult concepts; physical labs are more effective for improving scientific inquiry skills.

Appealing to students’ understanding of gravitational potential energy is more effective for building an understanding of electrostatic potential energy than invoking the potential energy of systems of magnets.

Approximately three quarters of undergraduate women in physics report experiencing some type of sexual harassment.

A method proposed to develop and validate equivalent and short versions of concept inventories.

Typical introductory physics instruction is better at addressing some alternative conceptions than others, as measured by the Force Concept Inventory.

Students are capable of making use of a variety of ontologies in a variety of ways within and across contexts; this flexibility can be leveraged to support student learning.

A categorization framework to articulate the knowledge, practices, and beliefs that informs and guides the design of physics lessons.

Students have difficulty making correct connections between mathematical concepts and graphical representations of vector fields.

Development of an expanded set of mindset categories that can lead to a context-dependent understanding of students’ dialogues and actions in college physics.

Using predictive modeling to understand student persistence in the physics major; performance in introductory physics and calculus courses are not strong predictors of persistence.

A checklist for evaluating how an energy diagram instantiates the Next Generation Science Standards model of energy.

Quantum physics is taught in upper secondary schools in many countries; there are opportunities to improve on the common core curriculum.

Very little of the gender gap on multiple choice conceptual inventories can be explained by differences in academic performance between men and women.

A team- and project-based physics class eliminates the gender gap in physics self-efficacy.

A model for characterizing and planning for learning in astronomy where disciplinary discernment and extrapolating three dimensionality are assumed equally important as disciplinary declarative knowledge.

An argument for the importance of leveraging students’ nondisciplinary meaning-making resources in constructivist physics instruction.

The physics lab inventory of critical thinking is a valid and reliable instrument for measuring student critical thinking in the context of physics experimentation.

Students’ metacognitive thinking can be improved using appropriate procedures applied to homework: four step problem-solving strategy, discussion in class, and grading based on reflection and effort.

A new assessment instrument to investigate student conceptual understanding of foundational aspects of quantum mechanics.

Instruction focused specifically on relating algebraic and geometric representations may assist in students’ development of complex algebra skills.

Many misunderstandings about wave functions in quantum mechanics persist throughout students’ graduate study in physics.

A description of the types of thinking that upper division physics students employ while interpreting the output signal of a circuit functioning far outside its recommended operation range.

Principles drawn from the literature on higher education, organizational change, discipline-based education research, and design thinking can support sustained change efforts at the department level.

Quasiexperimental study demonstrating the efficacy of a targeted intervention in improving student flexible and coherent use of multiple representations in the context of a precollege physics course.

An argument for advancing ontological shift category theory by viewing direct and emergent phenomena as edges of the same scale – level of emergency.

Supportive diagrams sometimes help students solve physics problems, but the effect is generally small.

Female students’physics self-efficacy tends to decrease after taking a high school physics course.

A bimodal distribution of student preuniversity standardized physics test performance can be attributed to different educational experiences of students from different socioeconomic backgrounds.