Related papers: Polarization of physics on global courses
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.…
The Force Concept Inventory (FCI) is a well-established physics education assessment tool used to evaluate students' comprehension of elementary mechanics principles. While it can be used to analyse the effectiveness of instruction if…
The set of polarizing force-identification (PFI) questions in the FCI consists of six items all basically asking only one question: the set of forces acting on a given body. Although it may sound trivial, these questions are among the most…
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…
An active learning physics course (treatment) was re-organized in an attempt to increase students' problem solving abilities. This re-organized course covered all of the relevant concepts in the first 6 weeks with the final 4 weeks spent in…
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…
Introductory algebra-based physics courses frequently feature multiple student major populations in the same course section, however, different majors' requirements may impact students' motivations towards different aspects of the course…
Physics curricula across the US fail to prepare students adequately to solve problems, especially novel problems. A new curriculum, Matter and Interactions (M&I), was designed to improve student learning by organizing concepts around…
Several prior studies in introductory physics have found a gender gap on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity and Magnetism (CSEM) with male students performing better…
The Modeling Instruction (MI) approach to introductory physics manifests significant increases in student conceptual understanding and attitudes toward physics. In light of these findings, we investigated changes in student self-efficacy…
The ability to categorize problems based upon underlying principles, rather than surface features or contexts, is considered one of several proxy predictors of expertise in problem solving. With inspiration from the classic study by Chi,…
Student performance of virtual introductory physics class (calculus-based mechanics) is analyzed. A fully web-enhanced class was done synchronously. The analysis is done in two categories, averaging all mid-exams (or chapter exams) and…
The research presented in this thesis was motivated by the need to improve introductory physics courses. Introductory physics courses are generally the first courses in which students learn to create models to solve complex problems.…
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…
High-stakes exams play a large role in determining an introductory physics student's final grade. These exams have been shown to be inequitable, often to the detriment of students identifying with groups historically marginalized in…
We have analyzed the impact of taking an associated lab course on the scores on final exam questions in two large introductory physics courses. Approximately a third of the students who completed each course also took an accompanying…
The Conceptual Survey of Electricity and Magnetism (CSEM) is a multiple-choice survey that contains a variety of electricity and magnetism concepts from Coulomb's law to Faraday's law at the level of introductory physics used to help inform…
A large body of research shows that using interactive engagement pedagogy in the introductory physics classroom consistently results in significant student learning gains; however, with a few exceptions, those learning gains tend not to be…
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…
Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level…