Related papers: Polarization of physics on global courses
Most STEM students experience the introductory physics sequence in large-enrollment (N $\gtrsim$ 100 students) classrooms, led by one lecturer and supported by a few teaching assistants. This work describes methods and principles we used to…
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…
We developed a survey to probe student understanding of quantum mechanics concepts at the beginning of graduate instruction. The survey was administered to 202 graduate students in physics enrolled in first-year quantum mechanics courses…
Studies examining gender differences in introductory physics show a consensus when it comes to a gender gap on conceptual assessments; however, the story is not as clear when it comes to differences in gendered performance on exams. This…
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…
This paper explores using large isomorphic problem banks to overcome many challenges of traditional exams in large STEM classes, especially the threat of content sharing websites and generative AI to the security of exam items. We first…
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…
In this study, we adapt prior identity framework to investigate the effect of learning environment (including perceived recognition, peer interaction and sense of belonging) on students' physics self-efficacy, interest and identity by…
In a previous study, students' self-expressed learning orientations towards an exercise centered on self-monitoring one's ability to solve a pre-lab physics problem were identified from a post-test feedback survey given to an introductory…
We discuss the effect of administering conceptual and quantitative isomorphic problem pairs (CQIPP) back to back vs. asking students to solve only one of the problems in the CQIPP in introductory physics courses. Students who answered both…
Studies indicate that pre-existing misconceptions negatively impact the effectiveness of traditional physics education. Research has also shown that activity based instruction improves posttest scores on conceptual evaluations. However, the…
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.…
Multiple external representations (MERs) and personalized feedback support physics learning, yet evidence on how personalized feedback can effectively integrate MERs remains limited. This question is particularly timely given the emergence…
As students pursue a bachelor's degree in physics, they may ponder over which area to specialize in, such as theory, computation, or experiment. Often students develop preferences and dislikes, but it's unclear when this preference…
We suggest one redefinition of common clusters of questions used to analyze student responses on the Force and Motion Conceptual Evaluation (FMCE). Our goal is to move beyond the expert/novice analysis of student learning based on…
Upper-division physics students spend much of their time solving problems. In addition to their basic skills and background, their epistemic framing can form an important part of their ability to learn physics from these problems.…
The introduction of active learning into physics education at the university level may be crucial for improved learning outcomes. In UNIST (Ulsan National Institute of Science and Technology), introductory physics has been redesigned to…
There is some evidence that conceptual inquiry-based introductory physics lab curricula, such as RealTime Physics, may improve students' understanding of physics concepts. Thus, these curricula may be attractive for instructors who seek to…
The performance of over 2000 students in introductory calculus-based electromagnetism (E&M) courses at four large research universities was measured using the Brief Electricity and Magnetism Assessment (BEMA). Two different curricula were…
Learning using Computer-Assisted Instruction (CAI) demands a high level of attention given the tendency to be distracted and mind-wander. How does the online STEM instructor know when learners are having attentional problems and the extent…