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Responsive teaching, in which teachers adapt instruction based on close attention to the substance of students' ideas, is typically characterized along two dimensions: the level of detail at which teachers attend and respond to students'…
The cyclic format of the undergraduate physics curriculum depends on students' ability to recall and utilize material covered in prior courses in order to reliably build on that knowledge in later courses. However, there is evidence to…
Student beliefs in introductory physics courses can influence their course outcomes and retention in STEM disciplines and future career aspirations. This study used survey data from 501 students in the first of two-semester algebra-based…
The modeling theory of instruction is widely applied and highly successful in high-school instruction, and seldom in university physics. One reason is lack of familiarity with models in the physics classroom. Ongoing curriculum development…
In this paper, we describe how we transformed our large-enrollment introductory physics sequence for life-science students to a Lecture/Studio format and aligned the physics concepts with authentic biological applications. We have reformed…
Pre-post testing is a commonly used method in physics education community for evaluating students' achievement and or the effectiveness of teaching through a specific period of instruction. A popular method to analyze pre-post testing…
We report the results of statistical analysis performed on course grades for calculus-based introductory physics for data collected over a four-year period. We consider two important categories of scores: proctored (in-class proctored exams…
The vast majority of research involving active learning pedagogies uses passive lecture methods as a baseline. We propose to move beyond such comparisons to understand the mechanisms that make different active learning styles unique. Here,…
Knowledge Distillation (KD) has proven effective for compressing large teacher models into smaller student models. While it is well known that student models can achieve similar accuracies as the teachers, it has also been shown that they…
Modeling Instruction (MI), an active-learning introductory physics curriculum, has been shown to improve student academic success. Peer-to-peer interactions play a salient role in the MI classroom. Their impact on student interest and…
To better understand how student and faculty perceptions of the learning climate in science/mathematics classes influence success and persistence, we followed a cohort of 1425 academically able students who entered CEGEP in the fall of…
Physics education researchers have developed many evidence-based instructional strategies to enhance physics students' conceptual learning. These strategies have historically been tested using assessments such as the Force Concept Inventory…
When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be…
Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students' interest in, and understanding of, experimental physics. There are a…
The current work aims to better understand student course experiences for those who reported negative perceptions in introductory physics. We conducted semi-structured interviews with 24 students who reported negative perceptions of their…
We report on a project to introduce interactive learning strategies (ILS) to physics classes at the Universit\'e Pierre et Marie Curie (UPMC), one of the leading science universities in France. In Spring 2012, instructors in two large…
Contribution: A flipped classroom approach to teaching empirical software engineering increases student learning by providing more time for active learning in class. Background: There is a need for longitudinal studies of the flipped…
Students' answers to tasks provide a valuable source of information in teaching as they result from applying cognitive processes to a learning content addressed in the task. Due to steadily increasing course sizes, analyzing student answers…
Societal stereotypes and biases pertaining to who belongs in physics and who can excel in physics can impact motivational beliefs, e.g., of women and racial and ethnic minority students in physics courses. This study investigates how the…
We discuss the development, implementation, and assessment of a course for science undergraduates designed to help them develop an awareness and a deeper appreciation of the intellectual demands of physics teaching. The course focused on…