Undergraduate grade point average predicts graduate grades and PhD completion more effectively than GRE scores.

Experienced secondary teachers are able to incorporate nature of science content into their quantum physics lessons when provided with appropriate instructional materials.

Physics education researchers developing predictive models using statistical techniques should articulate the data management procedures, the model evaluation methods, and the way results are defined and communicated.

The physics inventory of quantitative literacy is a 20-item instrument to assess quantitative reasoning in introductory physics contexts.

Barriers to women pursuing academic careers in physics include multiple and hidden ways that gender operates as a power structure within society, in the labor market within physics, and in the family.

Sense-making activities in AP physics courses played an important role for both boys and girls in developing a sense of self-efficacy as well as developing a physics identity.

Introducing learners to quantum physics in the context of experiments with heralded photons helps them understand superposition of quantum mechanical states and discard deterministic ways of thinking.

Physics education researchers developing predictive models using statistical techniques should articulate the data management procedures, the model evaluation methods, and the way results are defined and communicated.

As the selectivity and rigor increases among Advanced Placement Physics courses, the enrollment distribution of student ethnicities increasingly diverge from the U.S. school population.

Middle school students are capable of reasoning in ways that are similar to more advanced physics reasoning; instructional design should reflect this.

Using learning assistants as student partners in creating change supports sustainable curricular improvements.

Incorporating metacognitive scaffolds into inquiry-based learning improves students’ science process skills and their confidence judgement of their process skills.

Students in inquiry-based introductory physics laboratories express negative emotions when provided with more guidance than when provided with less guidance.

Undergraduate physics students who facilitated informal physics programs positively developed their physics identity, experienced an increased sense of belonging to the physics community, and improved their communication and teamwork skills.

An example implementation of open-ended projects via remote instruction in an advanced physics lab course.

Students’ framing is important in shaping their engagement in introductory physics laboratory classrooms.

Modified model analysis is used to understand the structure of the Quantum Mechanics Concept Assessment.

Conducting interactive remote interviews is an effective alternative to in-person interviews in many circumstances.

Undergraduate grade point average predicts graduate grades and PhD completion more effectively than GRE scores.

Many physics students consider forces being causal while occurring at the same time; likely caused by the action-reaction language often used to describe Newton’s third law.

Students often adopt phrases used by physics instructors without understanding the underlying concepts.

The field of physics education research should be more rigorous in creating causal conclusions in quantitative data analyses.

Physics graduate students commonly think about entropy in relationship to a number of states, even in situations where such a connection is not directly relevant.

Question 29 of the Force Concept Inventory requires an understanding of air pressure and may not be a good measure of student understanding of forces in certain contexts.

A replication experiment involving values affirmation in introductory physics failed to reproduce positive results.

Instruction focused on developing expertlike knowledge structures significantly improved students’ performance on assessment questions that require deep understanding.

Development and validation of a concept inventory for simple electric circuits suitable for middle-school students.

Students who perceive that an introductory physics course is relevant to their major will experience more expertlike shifts than students who do not.

An example of an evidence-based physics graduate teaching assistant preparation course for first-year PhD students.

The Representational Competence of Fields Inventory (RCFI) consists of 16 items to assess student understanding of the conventions of interpreting field lines and vector-field plots.

Physics educators can better understand student preinstruction thinking by using item response curves rather than just correct versus incorrect responses.

Instructors can better support student agency and choice by transforming physics labs to be more open ended and experimentation focused.

The physics inventory of quantitative literacy is a 20-item instrument to assess quantitative reasoning in introductory physics contexts.

The transition to remote instruction during COVID-19 negatively impacted students’ motivation, academic orientation, and attitude towards physics.

Introductory physics students who reported working in small groups during every class had greater conceptual learning gains than students who did not.

Experienced secondary teachers are able to incorporate nature of science content into their quantum physics lessons when provided with appropriate instructional materials.

Introductory physics for life sciences courses frequently include lab activities relevant to life science disciplines are more likely to successfully engage student majoring in life science disciplines than those that do not.

Involving physics students in public engagement with local communities contributes positively to their physics identity development.

Fostering classroom environments in which students are willing to position themselves as not knowing increases opportunities for productive and authentic scientific work.

The COPUS classroom observation tool may not have sufficient categories for different types of student group work to be able to distinguish between several prominent PER-based curricula.

In a problem-solving context where students’ initial ideas are likely to be incorrect, providing information refuting the incorrect ideas improves performance, but only for students who possess the correct conceptual understanding.

Societal stereotypes and biases suggesting that men are better at physics likely contribute to the gender gap in physics self-efficacy even in physics courses where women outnumber men.

The Conceptual Survey of Electricity and Magnetism and the Brief Electricity and Magnetism Assessment measure similar conceptual domains with different coverage and with items of different intellectual complexity.

Active-learning instructional strategies are necessary but not sufficient to support gender equitable participation in introductory courses.

Students’ definitions of an expectation value are influenced by whether the problem context involves continuous or discrete observables.

In upper level quantum mechanics courses, the typical process of devoting significant time to the example of a finite square potential well does not provide students with sufficient mastery of the relevant physics concepts and mathematical techniques to solve new problems.

Instructors can improve introductory course outcomes by shaping the learning environment to foster student’s sense of belonging, perceived recognition, and interactions with peers.

Free and open sharing of data supports validation of results, increases the value of investments in scientific research, and helps to democratize the field.

Difficulties in understanding and applying relativistic effects are often the result of difficulties in understanding the postulates on which they are based, as well as poor prerequisite knowledge about the use of frames of reference.

Informal physics education programs that successfully adapted during COVID-19 have institutional flexibility and strong, ongoing support.

Many faculty adaptations to the unfamiliar instructional setting caused by COVID-19 disruptions focused on supporting students and offering multiple ways for students to succeed in the crisis.

The integrated peer leadership program model is a low cost strategy that can decrease low course rates and reduce the gap between students in introductory physics courses.

Using the sound concept inventory instrument as a case study for the development of a relatively simple statistic to estimate the mental model state of students between two possible states.

Students that feel cared for by their instructor have a stronger disciplinary engagement with the physics course content.

The most common misconception about friction found in a review of many articles is that friction is always in the opposite direction of the motion.

A literature review that spans many countries and educational systems found that PhET simulations are effective at developing students’ conceptual understanding of many physics topics.