A qualitative social network analysis of women and/or LGBT+ Ph.D.’s shows how direct support from peers, faculty, and identity-based affinity groups were necessary for minoritized physics students to navigate departmental exclusion.

Interviews with graduate students selecting research groups indicate both warning and encouraging signals for continued success.

Video clubs, where teaching assistants watch and discuss videos for pedagogic development, promoted undertaking teaching practices.

Students in a spin-first quantum mechanics course make stronger connections between Dirac notation and vectorlike concepts than with wavelike concepts.

In undergraduate physics courses many decisions that are important for problem solving in the real world either are not encountered or are reduced by being explicitly made for the students.

The development and testing of a teaching-learning sequence focused on the particulate nature of matter.

Since students in undergraduate physics labs do not understand why it is important to collect more than one data point, instructors should emphasize why rather than just making minimum requirements without justification.

A network approach analysis of responses to the aspects of student experience scale identifies important groups of experiences for different demographic groups.

A large study among Chinese junior-high students revealed conceptual difficulties with macroscopic and microscopic models for evaporation.

A tutorial with inquiry-based learning sequences supports students to develop a functional understanding of quantum computing.

A short single-session workshop for lower secondary students can significantly increase girls self-reported intention to study physics.

Student confusion about certain aspects of the entropy concept often increase as instruction progresses.

Successfully implementing curricula where students engage in doing science requires instructors attend to students and make sense of their behavior.

Regardless of class size, introductory physics instructors can make instructional choices so that students perceive their their classes to be interactive and collaborative.

Instruction based on the conceptual model is effective in promoting knowledge integration and deep learning.

Instructors can improve student exam performance and satisfaction by providing guidance on how to study more effectively.

A qualitative social network analysis of women and/or LGBT+ Ph.D.’s shows how direct support from peers, faculty, and identity-based affinity groups were necessary for minoritized physics students to navigate departmental exclusion.

Once students have a grasp of the relevant physics, focusing instruction on supporting reflection on their thinking processes may be more efficient and effective than attempting to provide enough practice to automatize the correct reasoning.

In all physics lab courses studied in 41 countries, students are more likely to use preconstructed apparatuses and often engage in activities that confirm results already learned in a lecture course.

Student drawings may offer a novel and valuable way to understand and study their experiences as a member of a physics research group.

Interviews with graduate students selecting research groups indicate both warning and encouraging signals for continued success.

Feelings of lack of community and lack of support are frequently experienced by undergraduate physics students with underrepresented identities.

To reduce student misconceptions, problem sequences can be used where initial problems are designed to induce misconceptions, while subsequent problems required students to actively suppress these misconceptions.

Learning assistants’ knowledge of questioning correlates with gains in student conceptual understanding.

Interviews with graduate students suggest that building trust and establishing transparency are valuable to successful implementation of qualifying exams.

The authors provide evidence from the validation and reliability of the Survey of Physics Reasoning on Uncertainty Concepts in Experiments, finding it valid and reliable with undergraduate lab students.

High school students attitudes towards quantum information science and technology show improvement after an outreach program.

Introductory physics students perceive their stress levels to be moderately and consistently high throughout the academic semester.

Students have many generative ideas for making sense of electric circuits, and instruction can help refine these ideas towards more general and powerful models.

It is important to provide physics students with explanatory mechanisms to help them develop a coherent knowledge system that supports meaningful reasoning within the area of study.

Students’ level of mathematics knowledge is not necessary to be successful in gaining conceptual understanding in Newtonian dynamics using either computational modeling or video motion analysis.

A simulation-homework activity helps students distinguish between quantum mechanical and instrumental uncertainty by modifying the quantum state, improving the experimental setup, and collecting more data.

Egocentric approaches to network analysis offer many options for extending beyond the boundaries of a single course or for considering widely separated individuals.

Proficiency of high school students in interpreting, producing, and manipulating Dirac notation in quantum physics.

Think-aloud lab sessions highlight the use of quantum optics experiments to help students reason through particle-wave duality and distinguish between classical and quantum behavior.

A questionnaire on quantum measurement shows that teaching quantum mechanics with certain two-state approaches helps students learn quantum concepts.

This paper explores the use of analogical reasoning to develop student understanding of eigentheory concepts across contexts using examples from class observations.

Eye tracking was predictive of accuracy in during graph comprehension tasks among both physics and medical students.

This study of student sense-making and reasoning in degenerate perturbation theory finds key challenges like self-monitoring and coordinating physics and math principles.

An investigation of student understanding of the contour graph.in the context of electrostatics and thermodynamics.

Model analysis can identify heterogeneity in conceptual development and provide instructional insights to target conceptual development.

Physics faculty and administrators should use their positions to implement positive institutional changes and create a supportive environment for traditionally marginalized students.

Curricular analytics is a valuable tool to allow a physics department to examine the potential effects of proposed curricular changes.

Using Large Language Models for automated grading of handwritten physics exams is extremely promising, but some problems still remain.

Students who have more trust in science and public authorities are less likely to endorse pseudoscientific beliefs related to quantum mechanics.

Using a ‘commognitive’ approach - where participants become members of a discourse community - the authors created a professional development program and used the commognitive framework to analyze it.

This paper reports on successes and remaining challenges with teaching a reduced Dirac notation to secondary students.

A theoretical model is proposed to explain how physics faculty develop empathy through two pathways: cognitive reflection and affective experience.

Upper-level undergraduate and graduate students share many common difficulties related their understanding of systems of identical particles with a fixed number of available single-particle states.

For pre-med undergraduate physics students, engaging in scientific modeling can significantly enhance learning when labs are effectively scaffolded and aligned with real-world medical applications.

Text embeddings are a novel technique for natural language processing, which is used to analyze Physics Education Research Conference proceedings.

Many students in upper-level undergraduate and graduate quantum mechanics courses have difficulty translating state vectors in Dirac notation to wavefunctions in the position or momentum representation and vice versa.

In introductory quantum mechanics courses, peer discussions can support students to develop a functional understanding of physics by cultivating reasoning skills and practicing the interpretation of physical formalism

A professional learning model shows promise in strengthening teachers’ self-confidence in pedagogical content knowledge of quantum ideas so they may facilitate student engagement in quantum information science

This synthesis article reviews 50 studies that demonstrate effective teaching activities for quantum mechanics.