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We present the impact on student self-efficacy of an introductory physics for life-science students course taught using a Team-Based Learning pedagogy. We measured self-efficacy using the validated quantitative Sources of Self-Efficacy in…
Instruct models, obtained from various instruction tuning or post-training steps, are commonly deemed superior and more usable than their base counterpart. While the model gains instruction following ability, instruction tuning may lead to…
Although most teachers acknowledge the importance of taking investigative approached in students' science learning experiences, implementing them in high-school classes can be challenging for teachers. In this work, we analyzed data from…
A national survey of physics faculty was conducted to investigate the prevalence and nature of computational instruction in physics courses across the United States. 1246 faculty from 357 unique institutions responded to the survey. The…
This research investigate that science process skills significantly improve after doing some practicum activities. The research population are fifth semester physics education students and the research sample are fifth semester physics…
Computer Science (CS) departments often serve large student populations, making timely academic monitoring and personalized feedback difficult. While the recommended counselor-to-student ratio is 250:1, it often exceeds 350:1 in practice,…
The physics instruction at UC Davis for life science majors takes place in a long-standing reformed large-enrollment physics course in which the discussion/lab instructors (primarily graduate student teaching assistants) implement the…
Background: Linear mixed-effects models are central for analyzing longitudinal continuous data, yet many learners meet them as scattered formulas or software output rather than as a coherent workflow. There is a need for a single,…
Recruiting and retaining highly qualified physics and physical science teachers is critical for maintaining America's global competitiveness. Unfortunately, only one third of the high school teachers in physics have a degree in physics and…
There is a large variety of goals instructors have for laboratory courses, with different courses focusing on different subsets of goals. An often implicit, but crucial, goal is to develop students` attitudes, views, and expectations about…
Following the emergence of COVID-19 in Spring 2020, undergraduate in-person physics laboratory courses at a R1 public university were adapted for remote learning to accommodate the subsequent campus closure. Video lectures and web-based…
As a result of the pandemic, many physics courses moved online. Alongside, the popularity of internet-based problem-solving sites and forums rose. With the emergence of Large Language Models, another shift occurred. One year into the public…
The gap between theory and practice is well-documented in educational research. Physics teachers' willingness to apply research findings in practice may be influenced by a sceptical attitude towards science education research. This study…
Large language models have the potential to generate explanations for their own predictions in a variety of styles based on user instructions. Recent research has examined whether these self-explanations faithfully reflect the models'…
Considering learner engagement has a mutual benefit for both learners and instructors. Instructors can help learners increase their attention, involvement, motivation, and interest. On the other hand, instructors can improve their…
The lack of diversity and the under-performance of underrepresented students in STEM courses have been the focus of researchers in the last decade. In particular, many hypotheses have been put forth for the reasons for the…
Causal influence measures for machine learnt classifiers shed light on the reasons behind classification, and aid in identifying influential input features and revealing their biases. However, such analyses involve evaluating the classifier…
This study investigates the impact of educational comics as an active learning strategy in physics workshops for undergraduate students in Chemistry and Pharmacy and Biochemistry during the second semester of 2025. Conceptual understanding…
Open-ended responses are central to learning, yet automated scoring often conflates what students wrote with how teachers grade. We present an analytics-first framework that separates content signals from rater tendencies, making judgments…
We present a study of active learning pedagogies in an upper division physics course. This work was guided by the principle of deliberate practice for the development of expertise, and this principle was used in the design of the materials…