Related papers: The Effect of Problem Format on Students Responses
Previous research has found that introductory physics students perform far better on numeric problems than on otherwise equivalent symbolic problems. This paper describes a framework to explain these differences developed by analyzing…
Research shows that expert-like approaches to problem-solving can be promoted by encouraging students to explicate their thought processes and follow a prescribed problem-solving strategy. Since grading communicates instructors'…
Helping students learn to think like a physicist is an important goal of many introductory physics courses. One characteristic distinguishing more experienced physicists from novice students is that they make better use of problem solving…
Automated methods are becoming increasingly integrated into studies of formative feedback on students' science explanation writing. Most of this work, however, addresses students' responses to short answer questions. We investigate…
We discuss an investigation exploring students' difficulties with equations involving resistance, capacitance and inductance. We find that introductory physics students have great difficulty understanding, e.g., how the resistance of an…
Generating and voting multiple answers is an effective method to mitigate reasoning inconsistencies of large language models (LLMs). Prior works have shown that multiple reasoning formats outperform a single format when generating multiple…
This paper explores the potential of Large Language Models to accurately extract and translate equations from typed student responses into a standard format. This is a useful task as standardized equations can be graded reliably using a…
Implementation of cognitive apprenticeship in an introductory physics lab group problem solving exercise may be mitigated by epistemic views toward physics of non-physics science majors. Quantitative pre-post data of the Force Concept…
We examine the effect of misconceptions about friction on students' ability to solve problems and transfer from one context to another. We analyze written responses to paired isomorphic problems given to introductory physics students and…
In this meta-analysis, we synthesize the results of 24 studies using the Colorado Learning Attitudes about Science Survey (CLASS) and the Maryland Physics Expectations Survey (MPEX) to answer several questions: (1) How does physics…
This paper introduces a theory about the role of language in learning physics. The theory is developed in the context of physics students' and physicists' talking and writing about the subject of quantum mechanics. We found that physicists'…
The ability to flexibly transform between different representations (e.g., from mathematical to graphical representations) of the same concept is a hallmark of expertise. Prior research suggests that many introductory physics students show…
The progressive introduction of the flip teaching (FT) instructional model into higher education has accelerated in recent years. The FT methodology seems to be especially suitable for laboratory practice sessions: before the lab session…
For this study, we compared the attitudes and beliefs about science of physical science (physics and mathematics) and life science (biochemistry and biology) students at the beginning of their university degrees using the CLASS (Colorado…
With the rise of large language models such as ChatGPT, interest has grown in understanding how these tools influence learning in STEM education, including physics. This study explores how students use ChatGPT during a physics…
Studying for physics exams can be difficult and stressful, especially during a student's introductory year in physics. For students who do not plan to major in physics, the desire to do well is based less on understanding concepts and more…
Various parameters affect the performance of students in online coding competitions. Students' behavior, approach, emotions, and problem difficulty levels significantly impact their performance in online coding competitions. We have…
In this work, I present an automatic system for the evaluation of closed-type exercises in physics at the high school level or in the first year of a degree where physics is a mandatory course. It is expected that this will allow students…
We address previous hypotheses about possible factors influencing the gender gap in attainment in physics. Specifically, previous studies claim that male advantage may arise from multiple-choice style questions, and that scaffolding may…
Classroom response systems (CRSs) can be potent tools for teaching physics. Their efficacy, however, depends strongly on the quality of the questions used. Creating effective questions is difficult, and differs from creating exam and…