Basic skills in physics and engineering are valued by the quantum industry just as much as specific knowledge of quantum information science.

Introductory physics students report using free online resources productively to guide learning efforts, but also acknowledged unproductive uses such as copying solutions.

American physics education research relies on research subjects that are not representative of the overall population of physics students.

Virtual reality-based instruction is not more effective than other media at teaching inherently 3D topics in introductory physics.

Physics instructors often think of assessment as occurring after instruction, however, students get information from assessments that influence their understandings of how they should engage in physics learning.

A lab teaching assistant professional development program designed using cognitive apprenticeship and expectancy-value theory was successful in moving graduate student teaching assistants to a higher level of teaching effectiveness.

The Force Concept Inventory and reduced Conceptual Survey of Electricity and Magnetism can be used to assess of students’ changes in conceptual understanding over time in introductory physics courses.

The Colorado Learning Attitudes about Science Survey is suitable for a variety of student populations.

Working with instructors to improve physics teaching; physics education research should move from a teaching method centered paradigm to an asset-based agentic paradigm.

American physics education research relies on research subjects that are not representative of the overall population of physics students.

The moon phases concept inventory for middle school is a valid and reliable instrument for use with students 10-14 years old.

Introductory physics students do not fully benefit from using self-study tools unless explicit strategies are employed to ensure engaged learning.

The calculation-concept crossover as an assessment paradigm rejects the assumed dichotomy underlying the design of standard physics assessments: quantitative questions test calculation skill and qualitative questions test conceptual understanding.

Improving the efficacy of a teaching-learning sequence on electromotive force; reducing implementation time while maintaining student learning.

Introductory physics students are better supported by instructors who intentionally choose to conceptualize disability as situated in the interaction between the individual and instructional structures and actively work to remove barriers and add supports for all students.

Upper division physics students do not only come to quantum mechanics with difficulties; they also come with strengths, including the ability to critique and understand the general purposes of the various notations used within quantum mechanics.

Developing a multiple-choice assessment tool for upper-division thermal physics with ten key topic areas selected to represent the core content taught at most institutions.

Different student outcomes can result from the instructor’s choice of grading scale: four-point scale versus percent scale.

A community of practice framework can be valuable to understand the development of physics identities within university students who facilitate informal physics programs.

Online, hands-on undergraduate laboratories result in similar epistemological beliefs and views of help seeking as in-person laboratories.

School locale and student socioeconomic status are the main predictors of the performance of high school physics students.

While students and nonphysics professors expressed desires for the presence of interdisciplinary applications and connections in general college physics, physics professors identified potential risks involved in implementing such interdisciplinarity.

Virtual reality-based instruction is not more effective than other media at teaching inherently 3D topics in introductory physics.

Problem categorization tasks adapted to a multiple-choice format do just as well in understanding student thinking as traditional open-ended categorization tasks.

Student mathematical reasoning in physics can be viewed as the repeated engagement in and combination of four basic sense making modes.

The assumption of local item independence is not valid for many items on the Force Concept Inventory and the Force and Motion Conceptual Evaluation.

Introductory physics students report using free online resources productively to guide learning efforts, but also acknowledged unproductive uses such as copying solutions.

Training based on interactivity and feedback results in strong learning gains.

Current grading practices may not be reflecting what we, as instructors, value; it is important to investigate different policies and practices.

An intense weekend-long physics workshop for secondary students can alleviate gaps in physics performance due to socioeconomic status and gender.

Implementing guided group work in a graduate level quantum mechanics course can be beneficial for students.

The primary population served by college and university planetariums is K-12 students, not their own college students.

Social network analysis on students in different active-learning introductory physics courses shows that in all courses there is a late-term tendency of students to form coherent subgroups that communicate actively among themselves but have few interposition links.

Demographic variables such as gender, underrepresented minority status, first-generation college student status, and low socioeconomic status are not important predictor variables in models to identify students likely to receive a D, F, or withdraw in their introductory physics course.

Basic skills in physics and engineering are valued by the quantum industry just as much as specific knowledge of quantum information science.

Physics graduate students who are exposed to political demonstrations that threaten people of color describe that supportive action from their program makes a difference to their persistence.

An eye tracking study shows that the recognition of interference and diffraction patterns is demanding for high school physics students, suggesting that instruction should pay attention to helping students observe and understand basic wave optics phenomena.

Students need explicit guidance to build proficiency in the reasoning strategies that allow them to make sense of their answers to physics problems.

The apparent motion of Sun and stars conceptual survey measures student understanding of the apparent motion of the Sun and stars.

Using scientific abilities rubrics is an efficient way of assessing students’ experimental project-based work.

University students and faculty who volunteer in informal settings largely employ previously identified pedagogical modes, but presemester training is insufficient to influence their choices.

Demonstration of how the analysis of faculty-produced questions is generative for developing frameworks for the characterization of curriculum and the development of curriculum in astronomy.

A design-based research process is used to improve representational competence in quantum mechanics by engaging students in sketching.

An introduction to curriculum design based on dual-process theories of reasoning using as an example the design of an intervention on Newton’s second law.

High school course designed to be relevant to a “competent outsider” leads to curriculum design decisions that differ from those reflected in standard physics curricula.

Making changes to how tutorials are written may have positive impacts on group dynamics.

The influence of a communities of practice framework on curriculum design in introductory physics within broader constraints of a large university.

Through reflection of drafting tutorials and attending to tacit theoretical frameworks, tutorial designs for static friction are presented.

Design tactics are identified that lie between broad theoretical commitments and particular curricular elements in an upper-division electromagnetic curriculum.

Transferring curricular materials between educational contexts is a complex endeavor; models for knowledge transfer from the management and business literature can be useful for processes involved in curriculum dissemination and adaptation.

An elective upper-secondary physics course on statistical mechanics and soft matter is redesigned to shift from constructivism to constructionism, with improvements in student understanding and independence.

The beliefs that curriculum developers hold about the processes by which physicists build their knowledge should be used to determine the activities in which students engage, when they engage in them, and how they are assessed.

A design-based research approach is used to develop a teaching learning sequence on the topic of dc resistive circuits.

Evaluation scheme for experimental lab curricula developed to identify the promotion of critical thinking, with implications for curriculum design.

In addition to doing research and development to produce classroom-ready instructional materials, researchers should also focus on developing products that inspire and guide instructors in creating their own instructional materials.

Design-based research can be a powerful tool to connect educational theory with teaching practice by presenting a detailed account of the development of a middle school optics curriculum.

Curricular materials designed to harness students’ everyday experiences with air pressure scaffold learners’ development of sophisticated understandings of electric circuits.

Description of how theoretical orientations inform and are then informed by the design of a high school physics unit on thermodynamics over multiple years.

Designing activities for students’ learning as part of physics curriculum responds to changes in the socipolitical context and findings from ongoing design research.

The theoretical commitments and practical constraints of two research-based curricula in quantum mechanics, comparing how different design considerations affect the curricula and their implementation.

Curriculum development in partnership with students is possible and has many benefits but requires careful attention to the dynamics of the collaboration.

University modeling instruction is analyzed to show that curricula have implicit epistemologies, and the alignment of these epistemologies with instructors’ epistemological beliefs impacts implementation.

A physics course is designed to promote scientific thinking and epistemologies among nonscience majors by drawing on everyday experiences and analogies when learning quantum mechanics.

Even traditional physics lab courses can create opportunities for students to learn important aspects of conceptual physics and to develop expert physics practices.

Key features of laboratory projects that allow for authentic use of writing include student agency, longer timescale, and lack of a predetermined outcome.

There is significant heterogeneity in terms of goals and pedagogy used in tertiary laboratory instruction in North American physics courses.

Students in upper division quantum mechanics encounter many difficulties understanding when to and then applying separation of variables technique to solve problems involving partial differential equations.

Most physics faculty are persuaded about the need to adopt more student-centered instructional methods; thus, the goal of professional development should be to support them in successful use of these methods.

Active learning lectures in introductory physics course for engineering students is effective at improving student learning in a country with below average results in mathematics and science.

Physics teachers successfully serving low-socioeconomic communities must have enthusiasm not only for physics teaching but also for working in low socioeconomic schools.

Transductive links play an important role in students’ learning processes and are a potent analytic tool to understand and describe learning challenges that students encounter in physics.