Eric Brewe, the new Chief Editor for Physical Review Physics Education Research, outlines his vision for a growing journal with an increasingly international reach.

ChatGPT can approach human-level accuracy in grading physics problems, and can be enhanced with multiple trials and explaining the rubric.

Research explores majority group physics instructors’ awareness of Black women’s alienation, its causes, and their approach to addressing bias.

Cognitive diagnostic models had high accuracies for classifying students skill levels in four skills: applying vectors, conceptual relationships, algebra, and visualizations.

In an implementation of the Collaborative Learning through Active Sense-Making in Physics (CLASP) course at a different institution preserved prior findings and the results are interpreted through an equity lens.

While there is no difference for easy problem-solving tasks, for more difficult problem-solving tasks, pre-recorded video instruction is significantly less effective than live instruction.

This study builds on previous research to distinguish between students’ errors caused by conceptual misunderstandings and those driven by intuitive reasoning, using Frederick’s Cognitive Reflection Test to support dual-process theories of student reasoning.

The article provides evidence-based recommendations in the form of a set of effective design principles that can be used as tools for evaluating and designing digital learning modules.

Students with lower response times on physics adjacent math skills items are likely to get better grades when controlling for accuracy on pre or posttest math skills.

A study of three educational activities showed that students saw science shows generated the most interest, but was seen as the least valuable.

A three-year study of perceived engagement with high school students show improved levels of understanding as they are set in more realistic, research-like, conditions.

This article reviews the landscape of quantum mechanics education in US research-intensive institutions.

Cognitive diagnostic models had high accuracies for classifying students skill levels in four skills: applying vectors, conceptual relationships, algebra, and visualizations.

Development and testing of a multiple-choice question sequence designed to enhance students’ understanding of quantum measurements for quantum systems in an infinite-dimensional Hilbert space.

Students in a spins-first quantum mechanics course are more comfortable with Dirac notation than with wave function notation.

In an implementation of the Collaborative Learning through Active Sense-Making in Physics (CLASP) course at a different institution preserved prior findings and the results are interpreted through an equity lens.

Analogies with classical physics can negatively impact student understanding of introductory quantum physics by increasing their cognitive processing, and by requiring students to understand the limitations of the classical analogy for the quantum scenario, so as to not take the analogies literally.

Students in an astrobiology massive open online course showed increased motivation, and the sources of motivation changed since the pandemic.

The perceptions of Asian Americans as overrepresented in physics may hide the less privileged identities that some students hold, and the challenges that come with those less visible identities.

Expert problem solving is well captured by prescriptive problem-solving process models, and these models can be used to systematically teach problem solving.

The design of a teaching module for secondary school students that emphasizes the cultural scope of the Second Quantum Revolution.

Spins-first upper-division quantum mechanics courses result in students interpreting Dirac bras and kets as vectors and quantum states more than wave functions-first courses do

It is possible for members of a physics department to increase student recruitment and retention by engaging in incremental shifts of their departmental culture towards diversity and inclusion.

This study investigates which affective factors and specific survey responses predict long-term retention of women in physics.

After prolonged exposure to classical physics, secondary students often develop rigid, realist framings that are difficult to abandon when attempting to learn quantum physics.

While there is no difference for easy problem-solving tasks, for more difficult problem-solving tasks, pre-recorded video instruction is significantly less effective than live instruction.

Students use both design thinking and science thinking is solving physics problems in labs.

A mandatory retrieval test is an effective, low-effort instructional intervention that promotes greater student adoption of retrieval practice and yields enhanced learning and performance.

Introductory physics students have similar difficulties applying the superposition principle in both electricity and magnetism contexts.

Two quasi-experimental studies indicate that spaced mastery practice on skills relevant to introductory physics improved exam performance.

Introducing a novel framework, Ways of Thinking in Engineering Design-based Physics, and then applying it in an undergraduate introductory physics laboratory.

The development and assessment of an interactive learning tutorial to enhance students’ understanding of concepts related to many particle wavefunctions for a system of two or three bosons and fermions.

Accessible literature summaries show promise for bridging the gap between undergraduate students’ current abilities and the difficult task of reading scientific literature.

It is possible to develop an instrument to measuring expert decision-making in graduate quantum mechanics, which will be valuable for assessing and improving graduate instruction.

ChatGPT can approach human-level accuracy in grading physics problems, and can be enhanced with multiple trials and explaining the rubric.

Upper-level students performed no better than introductory students on cyclic-process thermodynamics problems asking whether system entropy increases, decreases, or remains constant.

A comparison of different LLMs in coding lab notebooks for the identification of presence of skills.

Upper-level physics courses focused on the quantum industry need to provide students with an introduction to the industry rather than assuming that they have gathered this information elsewhere.

Student identity in introductory calculus-based physics modulates the correlation between their actual calculus abilities and self-evaluation of those abilities.

Physics students relied more heavily on linguistic representations in reasoning on partial and directional derivatives, but students who used algebraic-symbolic representations performed better.

In the second of a pair of studies on reasoning about the gradient and the Laplacian, students used graphical, algebraic-symbolic, or linguistic descriptions in different contexts.

Cloud-accessible complex quantum experiments extend the opportunity to work with quantum experiments to undergraduate students at less-resourced institutions.

In a study with random teaching assignment and group structure, students understanding of Nature of Science was influenced by the teaching mode, but less so by group structure.

Study shows strong link between cognitive reflection test scores and conceptual reasoning scores, but no influence from discussions of automatic vs. deliberate reasoning.

AI can reduce the grading burden for instructors by accurately handling routine tasks, but human oversight remains essential.

Performance differences across gender and race on many FCI items does not result from biased items, but instead from real differences in physics knowledge among these groups.

Physics and Biology students described different approaches to evaluating biology and physics experiments regardless of major and the role of critical thinking in each discipline.

Analysis of 167 modern physics course syllabi reveal three topics consistently taught (quantum, atomic physics, and relativity) across courses with substantial variability beyond these topics.

Even with robust professional development, high school physics teachers face significant barriers when trying to shift from structured lab format to a more open-ended approach.

This study builds on previous research to distinguish between students’ errors caused by conceptual misunderstandings and those driven by intuitive reasoning, using Frederick’s Cognitive Reflection Test to support dual-process theories of student reasoning.

Research explores majority group physics instructors’ awareness of Black women’s alienation, its causes, and their approach to addressing bias.

The article provides evidence-based recommendations in the form of a set of effective design principles that can be used as tools for evaluating and designing digital learning modules.

Students with lower response times on physics adjacent math skills items are likely to get better grades when controlling for accuracy on pre or posttest math skills.

Two case studies explore the orientations of high school teachers which interfered with the implementation of lab activities designed to promote deliberation and student agency.

A study of three educational activities showed that students saw science shows generated the most interest, but was seen as the least valuable.

Sixth grade students in a randomized controlled study showed some affective benefits when learning with supplementary material generated by AI chatbots but limited learning performance.

Problems from graduate homework assignments tend not to encourage students to make decisions and thus may not be encouraging the development of problem-solving skill.

Both human-human and human-AI collaboration significantly improved problem solving, but human-human collaboration showed a larger effect.

A study of the impact of a series of reforms intended to improve graduate students’ experiences suggest they appear to work well for most students but that significant issues remain.

Simulations with interactive equations can help students make meaningful connections between mathematical and conceptual ideas in upper-division classical mechanics.

AI tools can be used to identify and distinguish student trajectories as they learn about energy.

Even when providing correct solutions to an introductory-level energy problem, LLMs fail can fail to generate the assumptions necessary for the solution.

Qualitative analysis shows that ChatGPT-4o struggled on items where representational or visual interpretation is important to generating correct answers.

Physics instructors’ adoption of generative AI is influenced by their level of access and motivation.

A new instrument, the Test of Understanding of Electric Field, Force, and Flux, helps to identify concepts students struggle to understand such as superposition principle, Gauss’s Law, and electric force interactions.

Student group configuration in secondary physics classes shape social development as well as outcomes.

Interviews with graduate students emphasize the importance for changes in graduate programs towards supporting student learning and growth, improving work-life balance, and developing and maintaining healthier student-faculty relationships.

Students drastically underestimate astronomical distance ratios, and different question formulations give different results.

Students who completed supplemental math assignments and physics assignments with AI generated hints improved physics exam scores.

Analysis of a complex curriculum network identifies a number of interdisciplinary connections as well as potential alternate organizations of curricula.

Instructor-assigned, fixed lab groups reduce gender inequities in equipment usage, suggesting a potential approach to foster more equitable lab environments.

Incorporating a cooperative learning method contributed to more substantial improvements in students’ knowledge integration.