Kelly Miller, Julie Schell, Andrew Ho, Brian Lukoff, and Eric Mazur
Phys. Rev. ST Phys. Educ. Res. 11, 010104 (2015) - Published 3 February, 2015
Students with low self-efficacy are more likely to switch their answers to Peer Instructions questions to an incorrect response.
Andrew F. Heckler and Thomas M. Scaife
Phys. Rev. ST Phys. Educ. Res. 11, 010101 (2015) - Published 20 January, 2015
Many student difficulties with simple vector problems come from the arrow representation of vectors
Paula R. L. Heron
Phys. Rev. ST Phys. Educ. Res. 11, 010102 (2015) - Published 22 January, 2015
A retrospective analysis of qualitative introductory physics questions from 15 years of results at the University of Washington.
Noah Schroeder, Gary Gladding, Brianne Gutmann, and Timothy Stelzer
Phys. Rev. ST Phys. Educ. Res. 11, 010103 (2015) - Published 2 February, 2015
An experimental study comparing mastery versus single-try learning procedures with narrated videos of worked problem solutions.
Kelly Miller, Julie Schell, Andrew Ho, Brian Lukoff, and Eric Mazur
Phys. Rev. ST Phys. Educ. Res. 11, 010104 (2015) - Published 3 February, 2015
Students with low self-efficacy are more likely to switch their answers to Peer Instructions questions to an incorrect response.
F. J. Kontur, K. de La Harpe, and N. B. Terry
Phys. Rev. ST Phys. Educ. Res. 11, 010105 (2015) - Published 17 February, 2015
Completing homework only benefits high-aptitude students.
Lie-Ming Li, Bin Li, and Ying Luo
Phys. Rev. ST Phys. Educ. Res. 11, 010106 (2015) - Published 2 March, 2015
An experimental test of the effectiveness of additional supports within a Just-in-Time Teaching environment.
Jason E. Dowd, Ives Araujo, and Eric Mazur
Phys. Rev. ST Phys. Educ. Res. 11, 010107 (2015) - Published 3 March, 2015
Beginning to unpack the meaning and implications of student expressions of confusion.
Bethany R. Wilcox and Steven J. Pollock
Phys. Rev. ST Phys. Educ. Res. 11, 010108 (2015) - Published 9 March, 2015
Understanding how upper-division physics students struggle to manipulate and interpret Dirac delta functions.
Abigail R. Daane, Sarah B. McKagan, Stamatis Vokos, and Rachel E. Scherr
Phys. Rev. ST Phys. Educ. Res. 11, 010109 (2015) - Published 12 March, 2015
How people make sense of energy conservation when changes are not perceptible.
Homeyra R. Sadaghiani and Steven J. Pollock
Phys. Rev. ST Phys. Educ. Res. 11, 010110 (2015) - Published 13 March, 2015
Introducing the quantum mechanics concept assessment.
Rachel E. Scherr and Amy D. Robertson
Phys. Rev. ST Phys. Educ. Res. 11, 010111 (2015) - Published 18 March, 2015
The right instructional context can turn students’ incorrect physics ideas from obstacles to learning into productive starting points for developing correct ideas.
Jing Han, Lei Bao, Li Chen, Tianfang Cai, Yuan Pi, Shaona Zhou, Yan Tu, and Kathleen Koenig
Phys. Rev. ST Phys. Educ. Res. 11, 010112 (2015) - Published 4 May, 2015
Splitting the Force Concept Inventory into two statistically equivalent subsets that can be used in pre-post studies.
Cacey S. Stevens, Michael Marder, and Sidney R. Nagel
Phys. Rev. ST Phys. Educ. Res. 11, 010113 (2015) - Published 26 May, 2015
Applying physics-based data visualization techniques to analyze performance of students at public schools in Illinois.
Gary Gladding, Brianne Gutmann, Noah Schroeder, and Timothy Stelzer
Phys. Rev. ST Phys. Educ. Res. 11, 010114 (2015) - Published 1 June, 2015
A mastery learning approach can improve the efficacy of online homework.
Adrian Madsen, Sarah B. McKagan, and Eleanor C. Sayre
Phys. Rev. ST Phys. Educ. Res. 11, 010115 (2015) - Published 2 June, 2015
A meta-analysis of published data related to the impact of physics instruction on students’ beliefs about learning physics.
Idaykis Rodriguez, Renee Michelle Goertzen, Eric Brewe, and Laird H. Kramer
Phys. Rev. ST Phys. Educ. Res. 11, 010116 (2015) - Published 2 June, 2015
The development of expert identities and research practice of biophysics graduate students.
Rex Taibu, David Rudge, and David Schuster
Phys. Rev. ST Phys. Educ. Res. 11, 010117 (2015) - Published 16 June, 2015
Inconsistent use of terms causes confusion in introductory textbooks.
