Gene D. Sprouse
Phys. Rev. ST Phys. Educ. Res. 10, 020001 (2014) - Published 9 October, 2014
Trevor I. Smith, Michael C. Wittmann, and Tom Carter
Phys. Rev. ST Phys. Educ. Res. 10, 020102 (2014) - Published 2 July, 2014
Model analysis provides more information than normalized gain for understanding class performance on multiple-choice conceptual evaluations.
Anna K. Wood, Ross K. Galloway, Judy Hardy, and Christine M. Sinclair
Phys. Rev. ST Phys. Educ. Res. 10, 020107 (2014) - Published 22 July, 2014
Categorizing student discussions during Peer Instruction based on a resources perspective of learning.
Mila Kryjevskaia, MacKenzie R. Stetzer, and Nathaniel Grosz
Phys. Rev. ST Phys. Educ. Res. 10, 020109 (2014) - Published 28 July, 2014
Instead of building from physics principles, students answer physics questions by developing an intuitive mental model and then creating an argument to support the answer suggested by this model.
Jennifer L. Docktor and José P. Mestre
Phys. Rev. ST Phys. Educ. Res. 10, 020119 (2014) - Published 16 September, 2014
A comprehensive synthesis of college-level physics education research.
K. A. Douglas, M. S. Yale, D. E. Bennett, M. P. Haugan, and L. A. Bryan
Phys. Rev. ST Phys. Educ. Res. 10, 020128 (2014) - Published 19 November, 2014
An examination of the factor structure of the Colorado Learning about Science Survey.
Michael J. Cahill, K. Mairin Hynes, Rebecca Trousil, Lisa A. Brooks, Mark A. McDaniel, Michelle Repice, Jiuqing Zhao, and Regina F. Frey
Phys. Rev. ST Phys. Educ. Res. 10, 020101 (2014) - Published 2 July, 2014
Implementing interactive learning strategies in the large lecture: A multisection comparison of learning gains and student attitudes.
Trevor I. Smith, Michael C. Wittmann, and Tom Carter
Phys. Rev. ST Phys. Educ. Res. 10, 020102 (2014) - Published 2 July, 2014
Model analysis provides more information than normalized gain for understanding class performance on multiple-choice conceptual evaluations.
Michelle M. Wooten, Adrienne M. Cool, Edward E. Prather, and Kimberly D. Tanner
Phys. Rev. ST Phys. Educ. Res. 10, 020103 (2014) - Published 14 July, 2014
Students answer multiple-choice questions correctly without being able to adequately justify their answer.
Beth Thacker, Hani Dulli, Dave Pattillo, and Keith West
Phys. Rev. ST Phys. Educ. Res. 10, 020104 (2014) - Published 14 July, 2014
Conceptual gains improve with increased use of instructional materials informed by physics education research.
Simon P. Bates, Ross K. Galloway, Jonathan Riise, and Danny Homer
Phys. Rev. ST Phys. Educ. Res. 10, 020105 (2014) - Published 18 July, 2014
Students can create high quality assessment questions.
Ben Van Dusen, Ramón S. Barthelemy, and Charles Henderson
Phys. Rev. ST Phys. Educ. Res. 10, 020106 (2014) - Published 21 July, 2014
A study demonstrating diversity in the educational paths taken by PER graduate students and implications for recruitment.
Anna K. Wood, Ross K. Galloway, Judy Hardy, and Christine M. Sinclair
Phys. Rev. ST Phys. Educ. Res. 10, 020107 (2014) - Published 22 July, 2014
Categorizing student discussions during Peer Instruction based on a resources perspective of learning.
Benjamin W. Dreyfus, Benjamin D. Geller, Julia Gouvea, Vashti Sawtelle, Chandra Turpen, and Edward F. Redish
Phys. Rev. ST Phys. Educ. Res. 10, 020108 (2014) - Published 23 July, 2014
Teaching energy in physics-for-life-sciences contexts, in which chemical reactions are a central phenomenon, requires a more primary role for the concept of negative energy.
Mila Kryjevskaia, MacKenzie R. Stetzer, and Nathaniel Grosz
Phys. Rev. ST Phys. Educ. Res. 10, 020109 (2014) - Published 28 July, 2014
Instead of building from physics principles, students answer physics questions by developing an intuitive mental model and then creating an argument to support the answer suggested by this model.
Liang Zeng, Chris Smith, G. Herold Poelzer, Jennifer Rodriguez, Edgar Corpuz, and George Yanev
Phys. Rev. ST Phys. Educ. Res. 10, 020110 (2014) - Published 30 July, 2014
Improving on the typical textbook descriptions of standing sound waves.
Abigail R. Daane, Stamatis Vokos, and Rachel E. Scherr
Phys. Rev. ST Phys. Educ. Res. 10, 020111 (2014) - Published 1 August, 2014
What should secondary teachers know about energy degradation and the second law of thermodynamics?
Elizabeth Gire and Edward Price
Phys. Rev. ST Phys. Educ. Res. 10, 020112 (2014) - Published 13 August, 2014
The physical aspects of electric field representations support productive student reasoning in solving electric field problems.
Kelly Miller, Nathaniel Lasry, Brian Lukoff, Julie Schell, and Eric Mazur
Phys. Rev. ST Phys. Educ. Res. 10, 020113 (2014) - Published 19 August, 2014
Instructors can use cues from conceptual question response times to keep the class moving at an appropriate pace.
Michi Ishimoto, Ronald K. Thornton, and David R. Sokoloff
Phys. Rev. ST Phys. Educ. Res. 10, 020114 (2014) - Published 19 August, 2014
Japanese students’ responses on a translated conceptual inventory (Force and Motion Conceptual Evaluation) indicate conceptual understanding similar to that of English-speaking students.
Pablo Barniol and Genaro Zavala
Phys. Rev. ST Phys. Educ. Res. 10, 020115 (2014) - Published 20 August, 2014
Student’s ability to correctly apply vector concepts in four different contexts.
Nicholas Hall and David Webb
Phys. Rev. ST Phys. Educ. Res. 10, 020116 (2014) - Published 26 August, 2014
More learning occurs in classes where the instructor supports student autonomy.
Jared B. Stang and Ido Roll
Phys. Rev. ST Phys. Educ. Res. 10, 020117 (2014) - Published 5 September, 2014
The frequency of TA-initiated interactions with students in a lab course is correlated with student engagement and learning.
Maria José BM de Almeida, Andreia Salvador, and Maria Margarida RR Costa
Phys. Rev. ST Phys. Educ. Res. 10, 020118 (2014) - Published 11 September, 2014
Use of an analogy to a familiar system improves student reasoning about many phenomena related to electric circuits.
Jennifer L. Docktor and José P. Mestre
Phys. Rev. ST Phys. Educ. Res. 10, 020119 (2014) - Published 16 September, 2014
A comprehensive synthesis of college-level physics education research.
Aaron D. Slepkov and Ralph C. Shiell
Phys. Rev. ST Phys. Educ. Res. 10, 020120 (2014) - Published 22 September, 2014
Integrated testlets offer many advantages of free-response test questions while avoiding many of the problems associated with traditional multiple-choice test questions.
Scott V. Franklin and Lisa M. Hermsen
Phys. Rev. ST Phys. Educ. Res. 10, 020121 (2014) - Published 25 September, 2014
Jonas Forsman, Rachel Moll, and Cedric Linder
Phys. Rev. ST Phys. Educ. Res. 10, 020122 (2014) - Published 24 September, 2014
An empirical application of social network analysis to describe social and academic relationships of university physics students.
G. W. Hitt, A. F. Isakovic, O. Fawwaz, M. S. Bawa’aneh, N. El-Kork, S. Makkiyil, and I. A. Qattan
Phys. Rev. ST Phys. Educ. Res. 10, 020123 (2014) - Published 6 October, 2014
PER-based teaching strategies can be successfully adapted for use in cultural contexts very different from that of their development.
Bethany R. Wilcox and Steven J. Pollock
Phys. Rev. ST Phys. Educ. Res. 10, 020124 (2014) - Published 9 October, 2014
An example of turning a free-response conceptual assessment into a forced-choice instrument that allows for easier scoring.
Lin Ding and Marcos D. Caballero
Phys. Rev. ST Phys. Educ. Res. 10, 020125 (2014) - Published 6 November, 2014
Evaluating curricula using stratum-specific analysis to compare performance of students with equal mastery levels as measured by the Force Concept Inventory.
Vinesh Rajpaul, Saalih Allie, and Sarah-Louise Blyth
Phys. Rev. ST Phys. Educ. Res. 10, 020126 (2014) - Published 13 November, 2014
Introducing the introductory astronomy questionnaire: a pre-post instrument for measuring changes in student attitudes and content understanding.
Nilüfer Didiş, Ali Eryılmaz, and Şakir Erkoç
Phys. Rev. ST Phys. Educ. Res. 10, 020127 (2014) - Published 18 November, 2014
Introductory physics students mental models about the quantization of physical observables are context dependent.
K. A. Douglas, M. S. Yale, D. E. Bennett, M. P. Haugan, and L. A. Bryan
Phys. Rev. ST Phys. Educ. Res. 10, 020128 (2014) - Published 19 November, 2014
An examination of the factor structure of the Colorado Learning about Science Survey.
Tobias Fredlund, Cedric Linder, John Airey, and Anne Linder
Phys. Rev. ST Phys. Educ. Res. 10, 020129 (2014) - Published 24 December, 2014
Unpacking the hidden knowledge students need in order to understand physics representations.
Lin Ding
Phys. Rev. ST Phys. Educ. Res. 10, 023101 (2014) - Published 14 July, 2014
Proposing and testing a model of the influences of student reasoning ability and epistemology on conceptual learning gains.
K. A. Douglas, M. S. Yale, D. E. Bennett, M. P. Haugan, and L. A. Bryan
Phys. Rev. ST Phys. Educ. Res. 10, 029901 (2014) - Published 9 December, 2014
