Femininity and gender appropriate behaviors in Muslim majority countries may be more congruent with physics identity than in Western countries, thus supporting participation and persistence of women.

Introductory physics student performance on exams and their final letter grades are, at most, only weakly dependent on gender.

How did college physics students perceive the sudden shift to online learning during COVID-19?

Physics instructors should provide students with low prior knowledge homogeneous multiple representations and guide them in exploring the similarities between these representations.

Eye-tracking data confirm that students tend to divide sequential problems into subtasks and treat simultaneous problems as a single-step task.

Computerized adaptive testing can reduce test time on the Force Concept Inventory by up to 50%

Introductory physics students learn significantly more when the homework is transformed using the principles of deliberate practice, with no increase in time spent on task.

Current learning environments in introductory calculus-based physics influence all students’ physics-related motivational belief in a negative way and are more detrimental for female students than male students.

Scoring highly on the physics GRE does not help applicants to graduate school stand out when the applicants are from small or less selective undergraduate schools or have a low undergraduate GPA.

Interactive engagement encourages collaboration, conceptual understanding, and a growth mindset that can narrow the gender gap on conceptual understanding and promote positive attitudinal growth for all students.

The scoring procedures for the Conceptual Survey of Electricity and Magnetism should be modified to account for correlated responses between individual items.

The most effective student groups have more equal conversations, are better able to sustain their attention during periods of frustration, and sit closer to one another.

Development and validation of a 33-item conceptual survey on thermodynamic processes and the first and second laws at the level of introductory physics.

Maintaining item banks that continually reflect the measured construct can be achieved through periodically removing obsolete items and adding validated items.

Introductory physics student performance on exams and their final letter grades are, at most, only weakly dependent on gender.

Instructional interventions are necessary in introductory college physics so that differences in preparation do not generate differences in outcomes for women, underrepresented ethnic or racial minorities, and first-generation college students.

Physics 2 students do better when they have taken a vector calculus class because it allows them to reason better about vectors and geometry.

Cutoff scores on the physics Graduate Record Exam should not be used in graduate admissions.

Distinguishing between interference and diffraction patterns remains difficult for high school students even after engaging in investigative hands-on experiments.

A two-week summer program that engages young women in inquiry-based physics experiments and connects them with female professional role models improves performance in introductory physics.

Introductory physics students’ behaviors in a self-regulated online learning environment frequently deviate from what was intended or expected by the instructor.

When looking at statistical outcomes, using a broad classification of students as under-represented minorities can hide important trends within subgroups.

Femininity and gender appropriate behaviors in Muslim majority countries may be more congruent with physics identity than in Western countries, thus supporting participation and persistence of women.

Computerized adaptive testing can reduce test time on the Force Concept Inventory by up to 50%

Physics will not become more diverse until physics instruction starts to support underrepresented students to develop attitudes about physics that the physics community requires to become a professional physicist.

How did college physics students perceive the sudden shift to online learning during COVID-19?

Both physics students and professors have some inadequate views about the nature of science; they both tend to view scientific knowledge as certain and largely stable.

Physics education research studies are prone to omitted variable bias because we never know the “true” model and can never account for all possible variables.

Introductory physics students benefit from engaging in the task of composing physics problems because they have to make choices about concepts, degree of complexity, and goals.

Six common conceptual resources for understanding forces were identified and found to be activated in different contexts.

Cluster analysis of Force Concept Inventory scores suggests that students can be classified as Newtonian thinkers still retaining some misconceptions, non-Newtonian thinkers strongly applying Newton’s third law misconceptions, and non-Newtonian thinkers weakly applying those misconceptions.

Survey results from physics graduate programs suggest that students enrolled in the APS Bridge Program are more satisfied with departmental support structures than those in nonaffiliated programs.

It is difficult to get students to adopt effective learning strategies and students tend to have poor metacognitive knowledge of these learning strategies.

Physics instructors should provide students with low prior knowledge homogeneous multiple representations and guide them in exploring the similarities between these representations.

Eye-tracking data confirm that students tend to divide sequential problems into subtasks and treat simultaneous problems as a single-step task.

Initial validation of a diagnostic test for physics placement covering a broad range of topics in physics and mathematics relevant to introductory mechanics.

After instruction on Newton’s third law high school and college physics students still hold a belief in a causal relation between pairs of third law interaction forces.

Introductory physics students learn significantly more when the homework is transformed using the principles of deliberate practice, with no increase in time spent on task.

Gender differences in performance on the Force Concept Inventory are likely not a result of different, gender-specific factor structures of the assessment.

Use of misconception-targeting worksheets with an emphasis on experiments in introductory physics promotes better student learning than traditional labs.

The physics affective characteristics scale is a valid and reliable instrument with subscales, including physics course anxiety, self-efficacy in physics, and physics achievement motivation.

Introductory physics lab instructors value a range of measurement uncertainty topics beyond basic statistical ideas like mean and standard deviation.

Having students complete an observing diary has a positive impact on their conceptual learning and contributes to their perception of astronomy as a subject.

Development and use of a rubric to assess thinking skills required for free-response exam problems.

Students emerge from standard lecture-based physics teaching in high school without the ability to reason successfully about polarization and of models of light.

The use of only predict-style questions to assess student understanding may be missing important types of student thinking that could be captured using explain-style questions.

A mathematical sense-making framework developed in the context of extended episodes of collaborative student reasoning can be adapted to interpret multiple-choice and short-answer responses.

Teaching practices in elementary and middle school astronomy should focus on students’ confidence and perceived utility of astronomy in addition to content knowledge.

In the context of quantum mechanics, students’ discourse shared more commonalities with that of their instructors than the discourse used in their textbook, which suggests development of a shared social language.

Reducing the number of junior high school girls who dislike physics may require the use of new instructional methods.

Novice physics teachers have significant misconceptions about hydrodynamics.

Current learning environments in introductory calculus-based physics influence all students’ physics-related motivational belief in a negative way and are more detrimental for female students than male students.

Scoring highly on the physics GRE does not help applicants to graduate school stand out when the applicants are from small or less selective undergraduate schools or have a low undergraduate GPA.

Design considerations for teaching the latest physics and astronomy topics through a preprint journal club.

Simulator training allows graduate teaching assistants to deliberately practice evidence-based teaching skills and to transfer these skills to real teaching situations.

In the context of hydrodynamics, student difficulties often arise from a lack of understanding of conservation of mass and its implications for incompressible fluids.

Student views toward experimental physics do not deteriorate over a period of one semester as a result of emergency remote instruction.

Physics departments should award students college course credit for high scores on either the algebra- or calculus-based Advanced Placement physics exam.

Eye movements can reflect task demands on a procedural level beyond the classical methods of evaluating test scores, suggesting that eye tracking is a method for item analysis that can be utilized to explore test and item structures.

Physics courses for science majors have the potential to improve multiple desired student outcomes by using evidence-based pedagogies that support the development of more expert-like student attitudes.

Representations created for use at different educational levels should and do offer different balances between pedagogical and disciplinary affordances.

Students who enact and observe solar system trajectories with their bodies rather than their fingers develop stronger understanding of frames of reference.

Women procrastinate less than men, submitting online assignments on average 8 hours earlier than men.