Randall D. Kamien
Phys. Rev. Phys. Educ. Res. 19, 020001 (2023) - Published 25 September, 2023
Charles Henderson
Phys. Rev. Phys. Educ. Res. 19, 020002 (2023) - Published 4 December, 2023
Charles Henderson
Phys. Rev. Phys. Educ. Res. 19, 020003 (2023) - Published 14 December, 2023
David J. Webb and Cassandra A. Paul
Phys. Rev. Phys. Educ. Res. 19, 020126 (2023) - Published 6 September, 2023
Changes to the structure of introductory physics courses can eliminate some demographic grade gaps.
Ana Susac, Maja Planinic, Andreja Bubic, Katarina Jelicic, and Marijan Palmovic
Phys. Rev. Phys. Educ. Res. 19, 020114 (2023) - Published 18 August, 2023
It takes students longer to extract relevant information from physics question presented using a verbal representation than from isomorphic questions using graphical or pictoral representations.
Benjamin P. Schermerhorn and John R. Thompson
Phys. Rev. Phys. Educ. Res. 19, 020149 (2023) - Published 24 October, 2023
The symbolic blending model can be used to analyze students’ mathematical sense-making when constructing equations in upper-division physics.
Fabian Kieser, Peter Wulff, Jochen Kuhn, and Stefan Küchemann
Phys. Rev. Phys. Educ. Res. 19, 020150 (2023) - Published 25 October, 2023
ChatGPT can be used to answer concept inventories and subsequently generate humanlike answers.
Vidushi Adlakha and Eric Kuo
Phys. Rev. Phys. Educ. Res. 19, 020160 (2023) - Published 20 November, 2023
A starting point for researchers to learn more about the causal inference methods and analysis techniques that have been developed outside the field of PER.
Constance M. Doty, Ashley A. Geraets, Tong Wan, Christopher A. Nix, Erin K. H. Saitta, and Jacquelyn J. Chini
Phys. Rev. Phys. Educ. Res. 19, 020101 (2023) - Published 5 July, 2023
Graduate teaching assistants improved their pedagogical questioning skills through four sessions in a mixed-reality classroom simulator.
Alicen Morley, Jayson M. Nissen, and Ben Van Dusen
Phys. Rev. Phys. Educ. Res. 19, 020102 (2023) - Published 6 July, 2023
The five factor model for the Force Concept Inventory performs similarly across the ten intersectional gender-race social identity groups studied.
Soumya Narayanan, Pradeep Sarin, Nitin Pawar, and Sahana Murthy
Phys. Rev. Phys. Educ. Res. 19, 020103 (2023) - Published 6 July, 2023
A multifaceted approach for supporting experimental skills and scientific practices in an electronics laboratory course.
Andrew J. Mason, Jessica M. McCardell, Philip A. White, and John S. Colton
Phys. Rev. Phys. Educ. Res. 19, 020104 (2023) - Published 18 July, 2023
Upper-division electricity and magnetism students who choose to rework mistakes on exam problems do better on related problems on the final exam than students who did not rework mistakes.
Andy Schang, Matthew Dew, Emily M. Stump, N. G. Holmes, and Gina Passante
Phys. Rev. Phys. Educ. Res. 19, 020105 (2023) - Published 19 July, 2023
Understanding how students engage with measurement uncertainty by probing the views across both classical and quantum contexts.
Allison J. Gonsalves, Anna T. Danielsson, Lucy Avraamidou, Anne-Sofie Nyström, and Rebeca Esquivel
Phys. Rev. Phys. Educ. Res. 19, 020106 (2023) - Published 26 July, 2023
Three types of story-based methodologies are used to explore physics identities of three women in different contexts.
Courtney Ngai, Mary E. Pilgrim, Daniel L. Reinholz, Karen Falkenberg, Chris Geanious, Joel C. Corbo, Sarah B. Wise, Clara E. Smith, and Amelia Stone-Johnstone
Phys. Rev. Phys. Educ. Res. 19, 020107 (2023) - Published 31 July, 2023
An articulation of the six core principles that lead to successful implementation of the departmental action team change model.
Heungjin Eom and Hyunjin Shim
Phys. Rev. Phys. Educ. Res. 19, 020108 (2023) - Published 10 August, 2023
In-service professional development using group activities can improve teachers’ content knowledge related to recent science discoveries.
M. J. Gladys, J. E. Furst, J. L. Holdsworth, and P. C. Dastoor
Phys. Rev. Phys. Educ. Res. 19, 020109 (2023) - Published 11 August, 2023
Analysis of multiple choice test performance of students found that 20% of questions exhibited statistically significant gender bias, with males most likely to benefit.
Román Liera, Aireale J. Rodgers, Lauren N. Irwin, and Julie R. Posselt
Phys. Rev. Phys. Educ. Res. 19, 020110 (2023) - Published 14 August, 2023
Ph.D. programs should reconceptualize candidacy requirements to focus more on scientific norms and communication using presentations and proposals.
Megan Nieberding and Andrew F. Heckler
Phys. Rev. Phys. Educ. Res. 19, 020111 (2023) - Published 16 August, 2023
Students that procrastinate by waiting until the final hours to complete an online homework assignment spend more time than students who do not procrastinate.
Mary Jane Brundage and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 19, 020112 (2023) - Published 17 August, 2023
The survey of thermodynamic processes and first and second laws long is a multiple-choice conceptual test focusing on thermodynamic processes and the first and second laws at the level of a typical introductory physics course.
Álvaro Suárez, Arturo C. Martí, Kristina Zuza, and Jenaro Guisasola
Phys. Rev. Phys. Educ. Res. 19, 020113 (2023) - Published 17 August, 2023
Inconsistencies in the presentation of the electromagnetic field found in many textbooks coincide with some of the learning difficulties identified by physics education research.
Ana Susac, Maja Planinic, Andreja Bubic, Katarina Jelicic, and Marijan Palmovic
Phys. Rev. Phys. Educ. Res. 19, 020114 (2023) - Published 18 August, 2023
It takes students longer to extract relevant information from physics question presented using a verbal representation than from isomorphic questions using graphical or pictoral representations.
Bryan Stanley, Dena Izadi, Claudia Fracchiolla, and Kathleen Hinko
Phys. Rev. Phys. Educ. Res. 19, 020115 (2023) - Published 21 August, 2023
Personnel are instrumental in informal physics programs for developing program materials, interacting with audiences, managing resources, connecting with the institution, and conducting assessments.
Beth Thacker
Phys. Rev. Phys. Educ. Res. 19, 020116 (2023) - Published 22 August, 2023
Examining the evolution and impact of a physics for health science course that is centered around laboratory activities and inquiry-based pedagogy.
Esmeralda Campos, Kristina Zuza, Jenaro Guisasola, and Genaro Zavala
Phys. Rev. Phys. Educ. Res. 19, 020117 (2023) - Published 22 August, 2023
Constructing electric field lines is difficult for students since most would prefer to draw vector field plots instead.
Karolina Matejak Cvenic, Lana Ivanjek, Maja Planinic, Katarina Jelicic, Ana Susac, Martin Hopf, and Mateja Cindric Brkic
Phys. Rev. Phys. Educ. Res. 19, 020118 (2023) - Published 22 August, 2023
After instruction, high school physics students remember some wave optics facts, but have not formed adequate models of interference and diffraction.
Lauren A. Barth-Cohen, Hillary Swanson, and Jared Arnell
Phys. Rev. Phys. Educ. Res. 19, 020119 (2023) - Published 23 August, 2023
Guidelines for the design of research aimed at identifying knowledge resources in the scope of resource theory framework.
Elias Euler and Bor Gregorcic
Phys. Rev. Phys. Educ. Res. 19, 020120 (2023) - Published 31 August, 2023
A practical guide for PER researchers on communicating video data in publications.
Jun-ichiro Yasuda, Michael M. Hull, and Naohiro Mae
Phys. Rev. Phys. Educ. Res. 19, 020121 (2023) - Published 31 August, 2023
Teachers can use alluvial diagrams to visualize trends and inconsistencies in student conceptual reasoning.
Anita Delahay, Marsha Lovett, David Anderson, and Surajit Sen
Phys. Rev. Phys. Educ. Res. 19, 020122 (2023) - Published 31 August, 2023
It is important to conceptualize students’ prior knowledge as having multiple aspects, rather than being a single construct.
Paul Tschisgale, Peter Wulff, and Marcus Kubsch
Phys. Rev. Phys. Educ. Res. 19, 020123 (2023) - Published 1 September, 2023
How to use artificial intelligence technologies in qualitative PER to create an analytical system different from what either a human or a machine can do alone.
Wangyi Xu, Yonggui Jiang, Lan Yang, and Lei Bao
Phys. Rev. Phys. Educ. Res. 19, 020124 (2023) - Published 5 September, 2023
The conceptual framework model can be used to develop instruction that promotes knowledge integration and deep learning.
Yangqiuting Li and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 19, 020125 (2023) - Published 5 September, 2023
Recognition and validation from their instructors supports self-efficacy and interest in physics students from marginalized groups such as women.
David J. Webb and Cassandra A. Paul
Phys. Rev. Phys. Educ. Res. 19, 020126 (2023) - Published 6 September, 2023
Changes to the structure of introductory physics courses can eliminate some demographic grade gaps.
LM Dana, Benjamin Pollard, and Sara Mueller
Phys. Rev. Phys. Educ. Res. 19, 020127 (2023) - Published 8 September, 2023
An examination of the roles, responsibilities, and experiences of the staff and faculty who lead and support physics laboratory instruction.
Stefan Küchemann, Steffen Steinert, Natalia Revenga, Matthias Schweinberger, Yavuz Dinc, Karina E. Avila, and Jochen Kuhn
Phys. Rev. Phys. Educ. Res. 19, 020128 (2023) - Published 11 September, 2023
ChatGPT can effectively support physics teachers to develop assessment tasks.
Joe Olsen, Debbie Andres, Nicolette Maggiore, and Charles Ruggieri
Phys. Rev. Phys. Educ. Res. 19, 020129 (2023) - Published 13 September, 2023
Students rate instructors higher when their interactions with students involve more positive commentary and sympathizing or empathizing behaviors.
Peter Hu, Yangqiuting Li, and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 19, 020130 (2023) - Published 14 September, 2023
A research-validated clicker question sequence on quantum measurement as in two-state quantum systems.
Qiuye Li, Shaorui Xu, Yushan Xiong, Wei He, and Shaona Zhou
Phys. Rev. Phys. Educ. Res. 19, 020131 (2023) - Published 14 September, 2023
Remote physics instructional materials should be tailored to the types of students in order to avoid requiring high cognitive loads from the students.
Mary Jane Brundage, Alexandru Maries, and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 19, 020132 (2023) - Published 19 September, 2023
Traditional upper-level classical mechanics courses are not effective in helping all students develop a functional understanding of energy and momentum concepts.
Mary Jane Brundage, Alysa Malespina, and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 19, 020133 (2023) - Published 21 September, 2023
Unguided peer collaboration in which some students know the correct answers is a useful tool for instructors to use both inside and outside the classroom.
Lisabeth M. Santana and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 19, 020134 (2023) - Published 21 September, 2023
Undergraduate women in physics frequently feel isolated and uncomfortable due to condescending attitudes of male instructors and students.
Alysa Malespina, Christian D. Schunn, and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 19, 020135 (2023) - Published 28 September, 2023
Gender differences in student’s mindset exist in introductory physics courses where women outnumber men, such as those aimed at bioscience majors.
Leonora Kaldaras and Carl Wieman
Phys. Rev. Phys. Educ. Res. 19, 020136 (2023) - Published 29 September, 2023
Math-science sensemaking can be developed in introductory physics students using well-designed instructional activities built around interactive simulations.
Yangqiuting Li and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 19, 020137 (2023) - Published 3 October, 2023
Traditional lecture-based introductory physics courses need to be modified to improve students’ sense of belonging and reduce the gender gaps.
Amy D. Robertson, Lisa M. Goodhew, Lauren C. Bauman, Brynna Hansen, and Anne T. Alesandrini
Phys. Rev. Phys. Educ. Res. 19, 020138 (2023) - Published 4 October, 2023
Student conceptual resources are used to study the ideas or knowledge students use to solve problems.
Michael Vignal, Gayle Geschwind, Benjamin Pollard, Rachel Henderson, Marcos D. Caballero, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 19, 020139 (2023) - Published 4 October, 2023
A detailed description of the design of the survey of physics reasoning on uncertainty concepts in experiments.
Meagan Sundstrom, Rebeckah K. Fussell, Anna McLean Phillips, Mark Akubo, Scott E. Allen, David Hammer, Rachel E. Scherr, and N. G. Holmes
Phys. Rev. Phys. Educ. Res. 19, 020140 (2023) - Published 6 October, 2023
Instructor sensitivity to students’ expectations during the lab may increase engagement with innovative lab activities.
Karel Kok and Burkhard Priemer
Phys. Rev. Phys. Educ. Res. 19, 020141 (2023) - Published 9 October, 2023
The development and testing of a research-based tool to understand student reasoning about uncertainty when comparing data sets.
Sebastian Becker, Lynn Knippertz, Stefan Ruzika, and Jochen Kuhn
Phys. Rev. Phys. Educ. Res. 19, 020142 (2023) - Published 9 October, 2023
Lack of mathematical knowledge and skills is not the primary barrier preventing students from correctly interpreting kinematics diagrams.
Daryl McPadden, Vashti Sawtelle, Erin M. Scanlon, Jacquelyn J. Chini, Harsna Chahal, Regan Levy, and Alex Reynolds
Phys. Rev. Phys. Educ. Res. 19, 020143 (2023) - Published 12 October, 2023
How to combat ableism and to provide access to all research participants through alternative formats in research design.
Victoria Borish and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 19, 020144 (2023) - Published 16 October, 2023
Investigation of how faculty and students “see” quantum effects while conducting quantum optics experiments.
Chuting Lu, Yating Liu, Shaorui Xu, Shaona Zhou, Heather Mei, Xiangqun Zhang, Lan Yang, and Lei Bao
Phys. Rev. Phys. Educ. Res. 19, 020145 (2023) - Published 16 October, 2023
The traditional introductory physics curriculum does not help students develop an integrated conceptual understanding of measurement uncertainty.
Alexandra Werth, Benjamin Pollard, Robert Hobbs, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 19, 020146 (2023) - Published 18 October, 2023
Combining hand coding and a clustering algorithm identified shifts toward more expertlike reasoning about uncertainty in physics.
Emily M. Stump, Mark Hughes, Gina Passante, and N. G. Holmes
Phys. Rev. Phys. Educ. Res. 19, 020147 (2023) - Published 19 October, 2023
Three aspects of students’ understanding of uncertainty are compared between introductory and more advanced lab courses: procedural reasoning, sources of uncertainty, and predictive reasoning.
Gerd Kortemeyer, Christine Kortemeyer, and Wolfgang Bauer
Phys. Rev. Phys. Educ. Res. 19, 020148 (2023) - Published 23 October, 2023
Introductory physics courses using a studio format resulted in students feeling better prepared for subsequent courses than other more traditional course formats.
Benjamin P. Schermerhorn and John R. Thompson
Phys. Rev. Phys. Educ. Res. 19, 020149 (2023) - Published 24 October, 2023
The symbolic blending model can be used to analyze students’ mathematical sense-making when constructing equations in upper-division physics.
Fabian Kieser, Peter Wulff, Jochen Kuhn, and Stefan Küchemann
Phys. Rev. Phys. Educ. Res. 19, 020150 (2023) - Published 25 October, 2023
ChatGPT can be used to answer concept inventories and subsequently generate humanlike answers.
Alexandra Werth, Colin G. West, Nidhal Sulaiman, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 19, 020151 (2023) - Published 26 October, 2023
One can develop an online course-based undergraduate research experience for a large-enrollment introductory course that has a positive influence on students’ epistemologies surrounding experimental physics.
Stephen Hackler, Emily Elliott, Mark Eichenlaub, and Alison M. Sweeney
Phys. Rev. Phys. Educ. Res. 19, 020152 (2023) - Published 27 October, 2023
The split administration mathematical epistemic games survey can be used as a pretest and post-test instrument to measure gains in expertise in problem solving in introductory physics courses.
Joshua Rutberg, Diane Jammula, and Sheehan Ahmed
Phys. Rev. Phys. Educ. Res. 19, 020153 (2023) - Published 30 October, 2023
Investigation of professional development of teaching assistants in the labs that are a part of the investigative science learning environment approach.
Jie Yang, Qing X. Ryan, Shiyu Gao, and Xijia Guo
Phys. Rev. Phys. Educ. Res. 19, 020154 (2023) - Published 2 November, 2023
Students pursue teaching careers because they have a passion for physics and believe that teaching is a meaningful profession.
Javier Pulgar, Diego Ramírez, and Cristian Candia
Phys. Rev. Phys. Educ. Res. 19, 020155 (2023) - Published 3 November, 2023
Online-only instructional settings can perpetuate existing social divides and academic hierarchies, hindering both social inclusion and educational progress.
Heather B. Hewitt, Molly N. Simon, Chris Mead, Skylar Grayson, Grace L. Beall, Robert T. Zellem, Kalée Tock, and Kyle A. Pearson
Phys. Rev. Phys. Educ. Res. 19, 020156 (2023) - Published 7 November, 2023
Course-based undergraduate research experience can be used in online programs as a way to make authentic research accessible to more students.
Emily M. Stump, Matthew Dew, Gina Passante, and N. G. Holmes
Phys. Rev. Phys. Educ. Res. 19, 020157 (2023) - Published 15 November, 2023
Student ideas about measurement uncertainty depend on whether the context invoked is classical or quantum physics.
David T. Brookes, Mc Kenna Wallace, Michael Nelson, Anna Karelina, Peter Bohacek, Matthew Vonk, and Eugenia Ektina
Phys. Rev. Phys. Educ. Res. 19, 020158 (2023) - Published 16 November, 2023
What are impacts of substituting video-based experiments in place of apparatus-based experiments that emphasize scientific abilities?
Simon Zacharias Lahme, Pascal Klein, Antti Lehtinen, Andreas Müller, Pekka Pirinen, Lucija Rončević, and Ana Sušac
Phys. Rev. Phys. Educ. Res. 19, 020159 (2023) - Published 20 November, 2023
Lab instructors’ attitudes and experiences with digital technologies are explored in three European countries.
Vidushi Adlakha and Eric Kuo
Phys. Rev. Phys. Educ. Res. 19, 020160 (2023) - Published 20 November, 2023
A starting point for researchers to learn more about the causal inference methods and analysis techniques that have been developed outside the field of PER.
Muhammad Aswin Rangkuti and Ricardo Karam
Phys. Rev. Phys. Educ. Res. 19, 020161 (2023) - Published 22 November, 2023
Helping students develop a deeper understanding of the 1D wave equation.
Marta Carli and Ornella Pantano
Phys. Rev. Phys. Educ. Res. 19, 020162 (2023) - Published 29 November, 2023
A successful model of in-service physics teacher professional development that is built on action research within a community of practice.
Gerd Kortemeyer
Phys. Rev. Phys. Educ. Res. 19, 020163 (2023) - Published 29 November, 2023
AI tools will likely soon be capable of replacing human graders of student problem solutions in introductory physics.
R. Freed, D. H. McKinnon, M. T. Fitzgerald, and S. Salimpour
Phys. Rev. Phys. Educ. Res. 19, 020164 (2023) - Published 5 December, 2023
An improved scale for measuring self-efficacy in relation to the use of the astronomical instrumentation associated with online robotic telescopes.
Philipp Bitzenbauer, Sarah Navarrete, Fabian Hennig, Malte S. Ubben, and Joaquin M. Veith
Phys. Rev. Phys. Educ. Res. 19, 020165 (2023) - Published 7 December, 2023
Current educational practices in secondary schools appear to be successful in helping students develop scientifically correct ideas about stars.
Danielle Buggé
Phys. Rev. Phys. Educ. Res. 19, 020166 (2023) - Published 15 December, 2023
Lab reports implemented with rubrics, feedback, and revision support high school physics students’ development of scientific practices.
Kelly Miller, Tobias Espinosa, Ives Araujo, and Isaura Gallegos
Phys. Rev. Phys. Educ. Res. 19, 020167 (2023) - Published 19 December, 2023
Studies of student self-efficacy that rely on a pretest and posttest assessment may incorrectly evaluate the course as ineffective due to response-shift bias.
Jason M. May
Phys. Rev. Phys. Educ. Res. 19, 020168 (2023) - Published 20 December, 2023
A review of the evolution of undergraduate physics lab education within the United States that brings out shifts in goals, the rise of PER on labs, and emerging areas of research.
Florian Budimaier and Martin Hopf
Phys. Rev. Phys. Educ. Res. 19, 020169 (2023) - Published 26 December, 2023
Student understanding of the particulate nature of matter is improved when the topic is introduced in the context of crystal structures.
C. F. J. Pols, P. J. J. M. Dekkers, and M. J. de Vries
Phys. Rev. Phys. Educ. Res. 19, 020170 (2023) - Published 28 December, 2023
Instruction for secondary physics students that focuses on argumentation enables them to engage in independent scientific inquiry.
Laura Ketonen, Antti Lehtinen, and Pekka Koskinen
Phys. Rev. Phys. Educ. Res. 19, 020601 (2023) - Published 17 July, 2023
Assessment framework for instructional labs that forefronts student agency.
Jenaro Guisasola, Esmeralda Campos, Kristina Zuza, and Genaro Zavala
Phys. Rev. Phys. Educ. Res. 19, 020602 (2023) - Published 31 August, 2023
Phenomenography, a qualitative approach to understanding the experiences of a group, is applied to student experiences in physics to highlight the strengths and weakness of this approach.
M. B. Weissman
Phys. Rev. Phys. Educ. Res. 19, 028001 (2023) - Published 6 December, 2023
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