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HIGHLIGHTED ARTICLES

Negotiating energy dynamics through embodied action in a materially structured environment

Rachel E. Scherr, Hunter G. Close, Eleanor W. Close, Virginia J. Flood, Sarah B. McKagan, Amy D. Robertson, Lane Seeley, Michael C. Wittmann, and Stamatis Vokos

Phys. Rev. ST Phys. Educ. Res. 9, 020105 (2013) - Published 12 July, 2013

How do they get here?: Paths into physics education research

Ramón S. Barthelemy, Charles Henderson, and Megan L. Grunert

Phys. Rev. ST Phys. Educ. Res. 9, 020107 (2013) - Published 24 July, 2013

Role of physics lecture demonstrations in conceptual learning

Kelly Miller, Nathaniel Lasry, Kelvin Chu, and Eric Mazur

Phys. Rev. ST Phys. Educ. Res. 9, 020113 (2013) - Published 17 September, 2013

Gender gap on concept inventories in physics: What is consistent, what is inconsistent, and what factors influence the gap?

Adrian Madsen, Sarah B. McKagan, and Eleanor C. Sayre

Phys. Rev. ST Phys. Educ. Res. 9, 020121 (2013) - Published 18 November, 2013

ARTICLES

Investigating the quality of mental models deployed by undergraduate engineering students in creating explanations: The case of thermally activated phenomena

Claudio Fazio, Onofrio Rosario Battaglia, and Benedetto Di Paola

Phys. Rev. ST Phys. Educ. Res. 9, 020101 (2013) - Published 1 July, 2013

Assessing class-wide consistency and randomness in responses to true or false questions administered online

Andrew Pawl, Raluca E. Teodorescu, and Joseph D. Peterson

Phys. Rev. ST Phys. Educ. Res. 9, 020102 (2013) - Published 2 July, 2013

Comparison of university students’ understanding of graphs in different contexts

Maja Planinic, Lana Ivanjek, Ana Susac, and Zeljka Milin-Sipus

Phys. Rev. ST Phys. Educ. Res. 9, 020103 (2013) - Published 2 July, 2013

Can short duration visual cues influence students’ reasoning and eye movements in physics problems?

Adrian Madsen, Amy Rouinfar, Adam M. Larson, Lester C. Loschky, and N. Sanjay Rebello

Phys. Rev. ST Phys. Educ. Res. 9, 020104 (2013) - Published 2 July, 2013

Negotiating energy dynamics through embodied action in a materially structured environment

Rachel E. Scherr, Hunter G. Close, Eleanor W. Close, Virginia J. Flood, Sarah B. McKagan, Amy D. Robertson, Lane Seeley, Michael C. Wittmann, and Stamatis Vokos

Phys. Rev. ST Phys. Educ. Res. 9, 020105 (2013) - Published 12 July, 2013

Role of mental representations in problem solving: Students’ approaches to nondirected tasks

Bashirah Ibrahim and N. Sanjay Rebello

Phys. Rev. ST Phys. Educ. Res. 9, 020106 (2013) - Published 10 July, 2013

How do they get here?: Paths into physics education research

Ramón S. Barthelemy, Charles Henderson, and Megan L. Grunert

Phys. Rev. ST Phys. Educ. Res. 9, 020107 (2013) - Published 24 July, 2013

Understanding student use of differentials in physics integration problems

Dehui Hu and N. Sanjay Rebello

Phys. Rev. ST Phys. Educ. Res. 9, 020108 (2013) - Published 26 July, 2013

Talking and learning physics: Predicting future grades from network measures and Force Concept Inventory pretest scores

Jesper Bruun and Eric Brewe

Phys. Rev. ST Phys. Educ. Res. 9, 020109 (2013) - Published 31 July, 2013

Student understanding of Taylor series expansions in statistical mechanics

Trevor I. Smith, John R. Thompson, and Donald B. Mountcastle

Phys. Rev. ST Phys. Educ. Res. 9, 020110 (2013) - Published 8 August, 2013

Understanding and affecting science teacher candidates’ scientific reasoning in introductory astrophysics

Richard Steinberg and Sebastien Cormier

Phys. Rev. ST Phys. Educ. Res. 9, 020111 (2013) - Published 4 September, 2013

Overcoming students’ misconceptions concerning thermal physics with the aid of hints and peer interaction during a lecture course

Risto Leinonen, Mervi A. Asikainen, and Pekka E. Hirvonen

Phys. Rev. ST Phys. Educ. Res. 9, 020112 (2013) - Published 12 September, 2013

Role of physics lecture demonstrations in conceptual learning

Kelly Miller, Nathaniel Lasry, Kelvin Chu, and Eric Mazur

Phys. Rev. ST Phys. Educ. Res. 9, 020113 (2013) - Published 17 September, 2013

Using an isomorphic problem pair to learn introductory physics: Transferring from a two-step problem to a three-step problem

Shih-Yin Lin and Chandralekha Singh

Phys. Rev. ST Phys. Educ. Res. 9, 020114 (2013) - Published 10 October, 2013

Factors that affect the physical science career interest of female students: Testing five common hypotheses

Zahra Hazari, Geoff Potvin, Robynne M. Lock, Florin Lung, Gerhard Sonnert, and Philip M. Sadler

Phys. Rev. ST Phys. Educ. Res. 9, 020115 (2013) - Published 22 October, 2013

Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction

Eric Brewe, Adrienne Traxler, Jorge de la Garza, and Laird H. Kramer

Phys. Rev. ST Phys. Educ. Res. 9, 020116 (2013) - Published 30 October, 2013

Evolution in students’ understanding of thermal physics with increasing complexity

Elon Langbeheim, Samuel A. Safran, Shelly Livne, and Edit Yerushalmi

Phys. Rev. ST Phys. Educ. Res. 9, 020117 (2013) - Published 12 November, 2013

Using conceptual blending to describe how students use mathematical integrals in physics

Dehui Hu and N. Sanjay Rebello

Phys. Rev. ST Phys. Educ. Res. 9, 020118 (2013) - Published 12 November, 2013

Analytic framework for students’ use of mathematics in upper-division physics

Bethany R. Wilcox, Marcos D. Caballero, Daniel A. Rehn, and Steven J. Pollock

Phys. Rev. ST Phys. Educ. Res. 9, 020119 (2013) - Published 13 November, 2013

Exploring one aspect of pedagogical content knowledge of teaching assistants using the test of understanding graphs in kinematics

Alexandru Maries and Chandralekha Singh

Phys. Rev. ST Phys. Educ. Res. 9, 020120 (2013) - Published 13 November, 2013

Gender gap on concept inventories in physics: What is consistent, what is inconsistent, and what factors influence the gap?

Adrian Madsen, Sarah B. McKagan, and Eleanor C. Sayre

Phys. Rev. ST Phys. Educ. Res. 9, 020121 (2013) - Published 18 November, 2013

SHORT PAPERS

Productive resources in students’ ideas about energy: An alternative analysis of Watts’ original interview transcripts

Benedikt W. Harrer, Virginia J. Flood, and Michael C. Wittmann

Phys. Rev. ST Phys. Educ. Res. 9, 023101 (2013) - Published 10 September, 2013

Use of research-based instructional strategies: How to avoid faculty quitting

Carl Wieman, Louis Deslauriers, and Brett Gilley

Phys. Rev. ST Phys. Educ. Res. 9, 023102 (2013) - Published 19 September, 2013

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