Related papers: Comparing large lecture mechanics curricula using …
One desired outcome of introductory physics instruction is that students will develop facility with reasoning quantitatively about physical phenomena. Little research has been done regarding how students develop the algebraic concepts and…
With inspiration from the classic study by Chi, Feltovich, and Glaser [1], we asked introductory physics students in three introductory physics classes to categorize mechanics problems based upon similarity of solutions. To evaluate the…
In this work, we study a sample of 600 engineering students in three consecutive physics courses of different levels, according to their curriculum. We focus on the most frequent students' misconceptions in newtonian mechanics. It was…
Ishimoto, Davenport, and Wittmann have previously reported analyses of data from student responses to the Force and Motion Conceptual Evaluation (FMCE), in which they used item response curves (IRCs) to make claims about American and…
Many contact-rich tasks humans perform, such as box pickup or rolling dough, rely on force feedback for reliable execution. However, this force information, which is readily available in most robot arms, is not commonly used in…
We report on the evolution of the largest physics course at the Technical University Berlin during the COVID-19 pandemic, which boosted the development of online learning content, electronic assessments, and, not at least, the…
Very little is known about how the nature of expertise in introductory and advanced courses compares in knowledge-rich domains such as physics. We develop a framework to compare the similarities and differences between learning and patterns…
There is a substantial curricular overlap between calculus and physics, yet introductory physics students often struggle to connect the two. We introduce a quantity-based framing of the Fundamental Theorem of Calculus (FTC) to help unify…
Many prior studies have found a gender gap between male and female students' performance on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity and Magnetism (CSEM) with male students…
Developing expertise in physics requires appropriate integration and assimilation of physics and mathematics. Instructors and students often describe physics courses in terms of their emphasis on conceptual and quantitative problem-solving.…
Generative AI (GenAI) models have broad implications for education in general, impacting the foundations of what we teach and how we assess. This is especially true in computing, where LLMs tuned for coding have demonstrated shockingly good…
Students taking introductory physics are rarely exposed to computational modeling. In a one-semester large lecture introductory calculus-based mechanics course at Georgia Tech, students learned to solve physics problems using the VPython…
We report on a "Collaborative Workshop Physics" instructional strategy to deliver the first IE calculus-based physics course at Khalifa University, UAE. To these authors' knowledge, this is the first such course on the Arabian Peninsula…
We have studied the impact of incoming preparation and demographic variables on student performance on the final exam in physics 1, the standard introductory, calculus-based mechanics course This was done at three different institutions…
Incorporating computer programming exercises in introductory physics is a delicate task that involves a number of choices that may have a strong affect on student learning. We present an approach that speaks to a number of common concerns…
This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory…
The Learning Assistant (LA) model supports instructors in implementing research-based teaching practices in their own courses. In the LA model, undergraduate students are hired to help facilitate research-based collaborative-learning…
Although conceptual assessment tests are commonly administered at the beginning and end of a semester, this pre-post approach has inherent limitations. Specifically, education researchers and instructors have limited ability to observe the…
We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on student performance on validated conceptual surveys. We compare student performance in courses which…
We extend on previous research on the Force Concept Inventory (FCI) given to first year classical mechanics students (N=66 students, over four years) pre and post score, for students on an international (global) course at Osaka University.…