An analysis of Texas A&M’s open-access physics resources found that using supplemental past exams significantly improves student course performance and effectively closes the achievement gap for first-generation students.

Physics students express a strong preference for optional rather than mandatory AI integration, largely because they acutely recognize the technology’s tendency to fail at visual-spatial reasoning and circuit analysis.

Based on interviews with quantum industry professionals, this study identifies four key categories of experimental skills needed for bachelor’s-level roles in the Quantum Information Science and Engineering (QISE) workforce.

In think aloud protocols engineering students were found to use evaluation strategies infrequently despite using an online reflection tools.

People who attended Conferences for Undergraduate Women in Physics defined what it means to be a physics person either as someone who is good at physics or as someone with an interest in physics.

An analysis of Texas A&M’s open-access physics resources found that using supplemental past exams significantly improves student course performance and effectively closes the achievement gap for first-generation students.

This study compares Peer Discussion and Instructor Explanation during problem-solving sessions in calculus-based mechanics and found no statistically significant evidence that either method outperformed the other on post-tests or the final exam.

A two-dimensional Eye-Tracking–Test model that combines objective gaze data with test responses more accurately diagnoses student misconceptions in Newtonian mechanics.

This study explores students’ reasoning about the apparent sizes of Moon and Sun and Solar Eclipses and reports new explanations linked to spatial scales.

This study explores students’ reasoning about the Moon phases and reports new explanations linked to spatial scales.

Students in Stars and Elements, a web-based physics resource, developed understanding of heavy element production, but more explicit focus on nature of science would enhance the resource.

An analysis of approximately 6,000 introductory physics students demonstrates that while alternative midterm aggregation methods - such as dropping the lowest score - successfully increase average grades, they fail to reduce existing gender or racial equity gaps.

A new instrument on the nature of heat indicates that students frequently hold a view of heat as a material.

A large-scale qualitative analysis of student engagement with ChatGPT indicates that a majority employ it strategically to enhance understanding, despite being aware of its inaccuracies, while a minority refrains from using ChatGPT, mostly due to concerns about the erosion of independent thinking and over-reliance on this technology in general.

Earlier versions of ChatGPT often struggled to align their correct reasoning with accurate final answers on graph-based physics questions. However, version 5.2 demonstrates a substantial leap in conceptual alignment and visual data interpretation.

Physics students express a strong preference for optional rather than mandatory AI integration, largely because they acutely recognize the technology’s tendency to fail at visual-spatial reasoning and circuit analysis.

This study challenges strictly linear learning progression models by demonstrating that students’ cognitive development in force and motion is characterized by dynamic, context-dependent mixtures of ideas rather than discrete, stable steps.

This study bridges cognitive theory and NLP to systematically analyze students’ intuitive ideas, offering new insight into the cognitive structure of p-prims.

Based on interviews with quantum industry professionals, this study identifies four key categories of experimental skills needed for bachelor’s-level roles in the Quantum Information Science and Engineering (QISE) workforce.

Half of the students studied struggled to apply special relativity to physical paradoxes because they remained confined to a single, absolute reference frame instead of coordinating multiple perspectives.

Reorganizing ninth-grade physics instruction around the work-energy relation significantly improves students’ integrated understanding of energy concepts. This approach helps learners effectively bridge the gap between abstract conservation principles and contextualized problem-solving.

As GenAI rises, this study reveals a shift away from traditional online searches toward new patterns of academic information-seeking that vary across topics and geographical regions.

Discover how combining explicit problem-solving frameworks with deliberate practice can help undergraduate physics students develop expert-like thinking skills far more effectively than traditional rote repetition.

This study reveals how pre-service and in-service teachers make sense of quantum physics’ mathematical language, highlighting both the clarity and the limits of the reduced Dirac formalism.

The Departmental Action Leadership Institute helps physics departments replace traditional, ad hoc change efforts with collaborative, evidence-based cultures that prioritize student voices.

Enrolling in a history of physics course significantly improves students’ understanding of the nature of science, with an explicit instruction and group reflection approach proving most effective.

A switch from lab equipment to a household object made a resonance demo more engaging, more relevant, and just as clear for students.

A systematic analysis of high school physics textbooks reveals that while analogies effectively bridge concrete and abstract concepts in topics like electricity, they frequently omit critical limitations, increasing the risk of student misconceptions.

A social network analysis of LGBTQ+ and/or women PhD physicists reveals the role of affinity groups in identity-based support, more personal friends in industry, and lower support in government and academia.

Path models for Self Efficacy and Sense of Belonging reveal complex relations amongst diverse variables.

Students grappling with the enigma of quantum mechanics actively employ three distinct epistemological frames: reasoning about scale, reasoning about connections to math, and reasoning about connections to classical mechanics.

By analyzing the dialogues of preservice physics teachers, the researchers identified the use of one classical ontology and four distinct quantum ontologies.

This study demonstrates that physics students interacting with a prompt-engineered, student-centered AI agent achieve higher learning performance, experience greater flow, and report lower extraneous cognitive load compared to those using a traditional teacher-centered agent.

A case study using the Physics Measurement Questionnaire reveals that while preceding a closed-response question with an open-response prompt does not alter students’ final selections, the two formats measure fundamentally different aspects of student reasoning.

An in-depth phenomenological analysis of an online project-based physics course reveals how preservice teachers’ individual character traits deeply shape their self-efficacy and professional growth.