An online survey of preparation for writing in physics indicates uneven preparation for disciplinary writing, drawing heavily on prior experience such as K-12 classes.

ChatGPT 4o outperformed humans on problem solving on German Physics Olympiad problems.

After implementing nine smartphone based researchers found students to have better affective outcomes and increased agency as compared to those who went through programming tasks.

Three case studies of students making homework corrections indicate that students see the benefits, but also struggled to identify their errors.

Evaluating introductory physics student solution checking, the authors find that mostly students do not use evaluation strategies, but when they do, they use three primary strategies.

Novice problem solvers are shown to have longer reaction times in problem solving settings, suggesting effortful inhibitory control over misconceptions.

A study of the adoption of Research-Based Instructional Strategies offers new insights into the interplay of personal agency, collaborative teaching structures, and systemic influences and suggests that instructional change frameworks should address institutional inertia and structural barriers to reform.

Drawing on interviews with astronomy students the authors establish an astronomy identity framework with six constructs.

A national survey characterizes the state of Quantum Information Science and Engineering (QISE) and finds prevalent courses, programs, and opportunities to engage in QISE.

The APOS theory (action, process, object, schema) from mathematics education research illuminates the interplay of mathematics and physics in the context of the 2D heat equation.

Four forms of representational gesture are commonly used in student discussions of problem solving to capture instantaneity.

Features such as color matching, spatial layout, and numbering sequences within written instruction eased cognitive load among students.

In a randomized study of instructional methods for teaching quantum using two state systems those taught using photon polarization and the double-well potential significantly outperformed those following the which-path encoded single-photon approach.

This updated review of Astronomy Education Research over the last 20 years identifies 7 broad categories, with studies of instruction as the most prominent.

GPT-4o outperforms students on multilingual physics assessments, though it struggles with lab skills and questions that require image interpretation.

Interviews with introductory physics instructors reveal limited awareness and inconsistent use of inclusive teaching strategies, especially those addressing student identity.

Deaf or hard of hearing students in a physics lab were found to have differing levels of engagement.

After constructing and transforming a score-state vector for FCI scores, two different profiles emerge representing novices and experts.

This study of problem-solving with Turkish students reveal that high school students do not use the meta-cognitive skills that experts rely on, particularly planning and evaluation.

A newly developed course on Cosmology for secondary students showed increased conceptual understanding as well as positive affective shifts.

A new instrument measures the extent to which students who have not taken calculus learn to reason quantitatively as a result of taking physics courses.

This interview study of students choosing to major in physics identified a number of factors that pulled students into physics.

After implementing nine smartphone based researchers found students to have better affective outcomes and increased agency as compared to those who went through programming tasks.

Gender and achievement level independently exerted significant effects on students’ scores on epistemological beliefs as measured by the CLASS survey.

In an eye-tracking study of particles in force fields, students did well in uniform fields, but struggled in cases of non-uniform field.

Three case studies of students making homework corrections indicate that students see the benefits, but also struggled to identify their errors.

Evaluating introductory physics student solution checking, the authors find that mostly students do not use evaluation strategies, but when they do, they use three primary strategies.

ChatGPT 4o outperformed humans on problem solving on German Physics Olympiad problems.

Graduate student experiences in bridge programs highlight how recognizing familial capital can improve physics graduate education policies.”

Teachers saw contextualized physics problems as essential for enhancing interest and motivation among students, but students expressed a clear preference for de-contextualized physics problems and generally disagreed that CPP increased their interest in physics.

Introducing a new instrument for investigating student understanding of Galilean transformations.

Effectiveness of high school students’ use of ChatGPT during a physics laboratory is significantly influenced prior physics knowledge and teacher guidance plays a crucial role.

Novice problem solvers are shown to have longer reaction times in problem solving settings, suggesting effortful inhibitory control over misconceptions.

A year-long study of one teacher’s practice identified three forms of care expressed for students: social, epistemic, and academic, which contributed to differential opportunities for learning.

A study proposing a cognitive model of frictional forces among high school students and then evaluating the model with a new diagnostic instrument.

Qualitative study suggesting that teachers with clearer senses of identity also have more comprehensive understandings of equity.

A study of the adoption of Research-Based Instructional Strategies offers new insights into the interplay of personal agency, collaborative teaching structures, and systemic influences and suggests that instructional change frameworks should address institutional inertia and structural barriers to reform.

Case study of an upper division student solving problems reveals that the student did not have global coherence in approach, but sought local coherence.

Mixture models offer statistical tools for choosing the optimal number of subgroups and account for classification errors.

Drawing on interviews with astronomy students the authors establish an astronomy identity framework with six constructs.

Teachers who participated in an equity workshop focused physics students’ access to physics, achievement, and identities, but less on changing power dynamics in physics.

An eye tracking and interview study of 10th grade students in two contexts finds that students used two strategies, one comparing individual points and another comparing the graphs themselves.

Pre-service physics teachers in Korea showed enhanced conceptual understanding of wavefunctions and the uncertainty principle after using Quantum Interactive Learning Tutorials.

A national survey characterizes the state of Quantum Information Science and Engineering (QISE) and finds prevalent courses, programs, and opportunities to engage in QISE.

The APOS theory (action, process, object, schema) from mathematics education research illuminates the interplay of mathematics and physics in the context of the 2D heat equation.

Social Network Analysis of PICUP community identifies structure of community with some users as very active and others primarily lurking.

A study in introductory physics suggests high-stakes exams are causing a gender gap, rather than measuring it.

Competition may speed up task completion, but this study suggests that noncompetitive settings support more careful thinking and slightly higher accuracy in physics tasks.

Four forms of representational gesture are commonly used in student discussions of problem solving to capture instantaneity.

In a study spanning four different countries and various educational systems, most students struggled to identify the necessity of radians in pure mathematical contexts, but performed better when encountering the same concept in concrete physical situations.

Study detailing the development and assessment of instructional materials for Attending to Conceptual Resources in Physics.

Chained Computerized Adaptive Testing with the Force Concept Inventory can reduce the number of questions needed to efficiently diagnose student understanding.

An exploratory factor analysis of the Energy and Momentum Conceptual Survey reveals an interpretable factor structure.

Features such as color matching, spatial layout, and numbering sequences within written instruction eased cognitive load among students.

In a randomized study of instructional methods for teaching quantum using two state systems those taught using photon polarization and the double-well potential significantly outperformed those following the which-path encoded single-photon approach.

Thematic analysis indicates how different modeling approaches impact conceptual understanding, intellectual growth, and scientific habits of mind regarding surface phenomena in liquids.

Interviews with educators engaged in QISE highlight the importance of strengthening industry-academia connections to prepare students for the quantum workforce.

Comparison of face-to-face and remote, synchronous instruction shows better outcomes from the face-to-face version of the course.

An online survey of preparation for writing in physics indicates uneven preparation for disciplinary writing, drawing heavily on prior experience such as K-12 classes.

This study uses social network analysis to show that the strength and role of students’ connections, rather than their number, is related to their sense of belonging in physics classrooms.

Extending prior work, the authors find that student’s gaze during conceptual tests more accurately predicts performance than during a learning phase.

Students find certain visualizations of infrared radiation, radiation absorption, and molecules more intuitively comprehensible.

A five year study of current and future STEM teachers in a makerspace revealed no conceptual differences, however, qualitative differences appear to be meaningful.

Even a single week of open-ended lab activities improves post-instruction E-CLASS scores, especially for those starting with lower scores.

Students engaged in informal physics outreach report greater confidence explaining physics, enhanced career skills, and a stronger sense of belonging and growth mindset.

A thematic analysis of over 50 years of articles on physics teaching reveals changes over time and differences in content based on where the article was published.

A new instrument, the Critical Thinking for Climate Change assessment, is described and shown to be useful with high school students.

Current LLMs are unable to accurately extract and translate equations from typed student responses into a standardized format.

A study indicating that integrating project-based learning with reverse engineering led to greater science literacy among 8th grade students.

Experts in a Delphi study agree that core quantum concepts, including superposition, interference, and measurement, should be taught conceptually in secondary school.

An interview study with students who participated in a ‘spins first’ quantum course found that computational activities help students understand the transition from discreet to continuous measures.

Inhibitory control helps students overcome inappropriate evaluations of data.

A pilot study of student understanding of quantum information examines responses to tasks that feature the mathematical-symbolic Dirac Notation alone and others that use it in combination with dimensional circle notation.

A machine-learning-based tool analyzes students’ mechanistic sensemaking.

A survey of quantum mechanics instructors reveals that while most use lecture a variety of instructional practices and pedagogical tools are being employed.

This updated review of Astronomy Education Research over the last 20 years identifies 7 broad categories, with studies of instruction as the most prominent.

This systematic review identifies eight thematic categories, examines theoretical frameworks, and outlines six roles of mathematics in physics, highlighting research gaps in advanced topics and opportunities for future study.

A novel approach to social network analysis that coordinates quantitative and qualitative data.