Graduate students, particularly minoritized students, feel unprepared to choose a research group and can benefit from enhanced support in making this choice.

Neurodivergent students experience unnecessary barriers to success in physics from assessment that is not constructed for how neurodivergent physicists perform physics-related tasks.

ChatGPT does well at proposing productive strategies for solving problems on the test of understanding graphs in kinematics, but does poorly at getting correct answers due to limited ability to visually interpret graphs.

A four part method will help draw trustworthy claims from machine coding of qualitative data.

Students in on-line introductory physics courses showed patterns of help-seeking and resource-usage patterns which did not influence scores on supervised assessments.

Good model fit alone is not sufficient to verify the causal structure of a statistical models; additional evidence is required.

Indicators and causes of gender inequities within educational physics labs and how to reduce them.

Students develop representational competency synergistically with the development of ways to communicate about these representations.

Modified module analysis revealed communities of answers to the Brief Electricity and Magnetism Assessment based on incorrect answers and the structure of the instrument itself.

The strong reliance on idealized toy models to illustrate concepts in statistical mechanics may not be sufficient to support high quality student learning.

Novel means of analyzing interview data to construct profiles to describe epistemic beliefs on physics knowledge.

Open-ended tasks, while useful for in-person physics courses, should be used less frequently in completely online courses.

Investigating an optical phenomenon during pandemic remote learning supports experimental design and modeling skills.

ChatGPT does well at proposing productive strategies for solving problems on the test of understanding graphs in kinematics, but does poorly at getting correct answers due to limited ability to visually interpret graphs.

Using gradational measures of femininity, masculinity, and androgeny one finds that physics students perceptions differ from binary gender of men and women.

Neurodivergent students experience unnecessary barriers to success in physics from assessment that is not constructed for how neurodivergent physicists perform physics-related tasks.

The senior high school entrance examination can be improved by including more items focused on assessing higher-order visual cognitive skills such as evaluating and creating visual representations.

A four part method will help draw trustworthy claims from machine coding of qualitative data.

Formal leadership experiences help women in physics feel more confident, contributing to their recognition of themselves as physics people.

Even upper-level physics students struggle with basic thermodynamics concepts related to internal energy, work, and heat transfer.

Artificial intelligence tools are not currently suitable for assessing individual student work, but can be used to summarize the level of a class’ understanding for the purpose of adjusting instruction.

The procedural and conceptual knowledge science model guides curriculum design and analysis of student engagement and understanding.

There are concrete things that faculty can do to create a welcoming and supportive environment within their physics department.

A survey of physics instructors shows that self-reported knowledge and use of research-based instructional strategies has increased, but strategy use is centered on pedagogies designed to help a lecture-based classroom.

Physics teachers are adept at identifying student reasoning in explanations, but in responding they primarily focus on correcting reasoning rather than building on existing student understanding.

An examination of gender equity in lab roles when using lab partner agreements.

A validated inventory to test quantum reasoning relative to probability, superposition, and interference at the secondary school level.

Normalized gain should not be used to compare conceptual inventory outcomes for institutions with different student populations.

Physics students can use substance-based reasoning about current in simple circuits in ways that can provide a productive starting place for instruction on circuits.

The motivations and professional development needs of physicists who engage with the public, capturing the findings that can used as the basis for meaningful support of practitioners of informal physics.

This article presents two versions of a validated scale to measure physics test anxiety.

There is a difference in the nature of the gender bias in student nominations of strong physics peers between lecture- and lab-based courses.

According to academic and industrial physicists, learning goals do not differ much between an introductory and a computationally-integrated introductory physics class.

Students give correct answers for the wrong reasons in multiple-choice problems when comparing datasets.

Educational efforts that focus on reducing the gender gap in physics self-efficacy may result in reductions of the gender gap in physics identity, recognition, and interest.

Quantum information science education programs are less common in rural states and at institutions serving higher populations of low-income students, risking the exclusion of rural and low income populations from quantum careers.

Departments tend to take a rushed and ad hoc approach to departmental change and tend to ignore formal evidence.

A longitudinal study using social network analysis reveals that patterns of peer recognition change over time, and that peer recognition is related to both student outspokenness and academic performance.

Analysis of student discussions in Peer Instruction indicate students engage in decoding of problem statements, explanations with examples, and explanations with models.

The K-12 astronomy curriculum in multiple countries is significantly disjointed, thus missing opportunities to engage students in deeper, more connected learning.

Graduate students, particularly minoritized students, feel unprepared to choose a research group and can benefit from enhanced support in making this choice.

Introductory astronomy courses for nonmajors that include remote access to robotic telescopes can increase self-efficacy and reduce the gender gap.

It is important to develop information about and pathways into quantum careers that are accessible to undergraduate physics majors.

Faculty in one department agree that Ph.D. qualifying exams are both necessary and simultaneously doubt whether they predict success in research.

Standard mindset surveys are not able to predict how an undergraduate student will actually behave when faced with the challenges of learning something new.

Regular instruction is not sufficient to help secondary students develop a good understanding of the apparent motion of the Sun and stars.

Photovoice methodology can provide insights into student experiences and perspectives that may not be captured through traditional reflection questions.

Introductory physics students do not develop a robust understanding of Ampere-Maxwell’s law through typical physics instruction.

A small fraction of institutions are responsible for the undergraduate education of a disproportionate number of U.S. physics faculty.

Students in on-line introductory physics courses showed patterns of help-seeking and resource-usage patterns which did not influence scores on supervised assessments.

Examining student attitudes about virtual reality experiments that involve modeling the behavior of fictitious exotic matter.

Network analysis metrics are both interpretable and valuable when applied to student reasoning data generated from reasoning-related tasks.

The three-tier instrument design uses questions from the Force Concept Inventory to assess teachers’ content knowledge and their knowledge of likely student misconceptions.

Machine learning approaches can identify students at risk of failing introductory physics courses with greater than 80% accuracy, and simple classifiers can approach this level of accuracy.

Varying representations of vector fields indicate that drawing and interpreting vector representations are different skills that should be practiced.

Faculty responses to forced online teaching during COVID-19: Insights from sentiment and thematic analysis.

AI generated feedback to students’ responses to conceptual questions needed minor revision or no revision in 70% of cases.

Students engage in mathematical sensemaking in the transition from spins to positions in a spins-first undergraduate quantum mechanics course.

Physics students and physics experts vary in their beliefs about the existence of a true definite position, and invoke concepts related to quantum mechanics and the experimental process to explain their beliefs.

Preservice physics teachers exhibit incorrect conceptions about radioactivity that are similar to those held by secondary students.

Contrary to physics teacher concerns, students in this study did not resist inquiry-based teaching methods.

Systemic changes are needed to allow women in academia to thrive as both teachers and researchers.

Mean Force Concept Inventory scores are higher for male students than female students in both North American and non North American studies.