Women graduate student study in astronomy emphasizes the importance of multiple life goals in determining a student’s pathway, and potentially suggests that career trajectories for faculty need to be reconsidered to diversify the field.

Many students regard discrete spectra as a type of diffraction pattern, often conflating the minima and maxima for diffraction with the dark regions and bright lines in a discrete spectrum.

Students improve their ability to engage in scientific practice when exposed to introductory physics laboratories that encourage agency.

Students enter introductory physics labs expecting to experimentally confirm models introduced in lecture.

In introductory labs without sufficient structure men and women systematically take on different group roles and men behave differently in groups with other men versus when there is at least one woman.

Introductory physics students who actively sought out information from multiple peers were less likely to solve well structured problems compared to those who did not seek help; for ill-structured problems, this effect depended on the features of the learning environment.

A relatively minor change to the traditional course structure, implementation of Bayesian updating activities, can significantly improve student epistemological beliefs.

Many students regard discrete spectra as a type of diffraction pattern, often conflating the minima and maxima for diffraction with the dark regions and bright lines in a discrete spectrum.

A new tool to measure content-based epistemic understanding of undergraduate physics students.

Attempting to solve a problems before viewing a solution videos improves learning for problems just outside a student’s current ability, but not for more difficult problems.

Conceptual knowledge, attitudinal measures, and problem-solving ability are all independently associated with postinstruction Force Concept Inventory performance.

The Force Concept Inventory may not be sensitive enough to measure student growth of all the concepts contained on the assessment.

Using relative correctness of incorrect responses on multiple-choice assessments to gain more information about student understanding.

Normalized gains on the Force Concept Inventory are not prescore biased once student abilities have been taken into account.

Students improve their ability to engage in scientific practice when exposed to introductory physics laboratories that encourage agency.

Experts recommend that contemporary physics topics should be added to the middle and high school physics curriculum.

The test of calculus and vectors in mathematics and physics allows comparisons of students’ ability to answer questions on derivatives, integrals, and vectors in a purely mathematical context and in the context of physics.

Introductory physics students students cannot predict the trajectory of a sphere rolling over a rotating disk; they systematically mix up the trajectories in the stationary and the rotating frame of reference.

Students enter introductory physics labs expecting to experimentally confirm models introduced in lecture.

The dynamic blending diagram is a way to understand the dynamics of student reasoning while they interpret a mathematical description of a physical system.

Introducing the physics teacher education program analysis rubric which identifies features and practices of thriving physics teacher education programs in the US.

Thriving physics teacher education programs in the U.S. tend to be strong in institutional commitment, leadership, and collaboration among partners in education and physics.

Learning assistants in an introductory physics course result in overall decreases in drop, fail, or withdraw rates with larger decreasesfor Black, Indigenous, and people of color than their White peers.

Gender differences in conceptual test performance and course grades for introductory physics students are mainly associated with students’ self-efficacy.

Women graduate student study in astronomy emphasizes the importance of multiple life goals in determining a student’s pathway, and potentially suggests that career trajectories for faculty need to be reconsidered to diversify the field.

Introductory physics students struggle to make sense of positive signs as well as negative signs.

The Force and Motion Conceptual Evaluation may be a better than the Force Concept Inventory for characterizing the breadth of student misconceptions about Newtonian mechanics.

Instructors in upper-level undergraduate physics should pay more attention to emphasizing the conceptual underpinnings of boundary conditions by focusing student attention on what is being set equal to what on the two sides of the equation.

Introductory physics students experience difficulties when solving problems: selecting and adapting predictive frameworks to fit the problem at hand and deciding upon a detailed solution plan.

Extending modified module analysis of the Force Concept Inventory to include correct responses identifies combinations of responses where the correct response is likely being selected for incorrect reason.

Fifteen possible goals that one might have for students when incorporating writing in a physics lab class.

The quantum key distribution tutorial provides a guided approach to bridge the gap between the quantitative and conceptual aspects of undergraduate quantum mechanics.

Secondary level physics students use the process of creating and implementing simulations in a programming environment to make meaning about physics concepts.

Graduate student teaching assistants do not typically think about how to help their undergraduate physics students learn how to successfully break an introductory physics problem into subparts that can be solved.

In introductory labs without sufficient structure men and women systematically take on different group roles and men behave differently in groups with other men versus when there is at least one woman.

An emphasis on the impulse-momentum theorem helps introductory physics students develop a deeper conceptual understanding of momentum.

When asked to draw a scientist, elementary school students tend to conceive of scientists as male, with a third to a half of the students drawing scientists with a stereotypical appearance and/or are performing a stereotypical activity.

Secondary school students experience difficulties with quantum mechanics similar to those found at the undergraduate level; students mix up classical and quantum models, and overgeneralized prior classical knowledge.

Finland is known worldwide for their strong K-12 education system and robust gender equality across their nation, yet Finnish female university students still face challenges that male students do not.

Interview discussions following circus acts can provide not only a diagnostic instrument but also an opportunity for delivering advanced scientific ideas to the general public via dialogic teaching.

Introductory physics students have more difficulties understanding electric fields using the electric field lines representation than the vector field plot or the algebraic notation of the field.

The Brazilian Physical Society lacks diversity; it is made up predominately of white men in a country where non-white people and women are the majority.

Introductory physics students who actively sought out information from multiple peers were less likely to solve well structured problems compared to those who did not seek help; for ill-structured problems, this effect depended on the features of the learning environment.

Including contextual information about online instructional events is more likely to provide actionable instructional suggestions than other data analytics approaches.

There is a hierarchical structure of four approaches to teaching computational problems that learning assistants take in a problem-based undergraduate physics course incorporating computation.

Conceptual understanding students gain in Physics I is almost entirely retained during the gap between Physics I and Physics II.

Analyzing student learning gains through an equity lens depends on the type of equity embedded in the research questions.

A machine learning process finds that the physics education research has had increased interest in several topics; beginning with qualitative studies of student cognition, giving rise to a focus on problem solving, and more increase of sociocultural-based research on teaching and learning.

PER-based instructional strategies can help reduce student overconfidence as well as increasing performance.

Development and validation of a learning progression for quantum mechanics topics at the high school level.

Introductory physics students may learn more from online demonstrations than from live demonstrations.

Students can learn in just as much from an analysis of a secondhand data set as if they had collected data set themselves, provided that they understand how the data were generated.

Lectures that employ retrieval practice of a hierarchical principle structure help students learn the basic facts and improves their exam scores.