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Scientists who study how the brain solves problems have recently verified that, because of stringent limitations in working memory, where the brain solves problems, students must apply facts and algorithms that have previously been well…
A goal of physics is to understand the greatest possible breadth of natural phenomena in terms of the most economical set of basic concepts. However, as the understanding of physics has developed historically, its pedagogy and language have…
Experimental activities are an essential part of physics education. In addition to conveying scientific knowledge, they play a significant role in developing scientific literacy, inquiry skills, and critical thinking. In today's world,…
This manuscript is written for students in introductory physics classes to address some of the common difficulties and misconceptions of the normal force, especially the relationship between normal and friction forces. Accordingly, it is…
Computation is intertwined with essentially all aspects of physics research and is invaluable for physicists' careers. Despite its disciplinary importance, integration of computation into physics education remains a challenge and, moreover,…
Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments…
The ability to construct, use, and revise models is a crucial experimental physics skill. Many existing frameworks describe modeling in science education at introductory levels. However, most have limited applicability to the context of…
One of the most important active methodologies for physics learning developed in recent years is peer instruction. Its technique has allowed, among other things, to monitor students' conceptual learning. In this sense,…
We discuss several ways of illustrating fundamental concepts in statistical and thermal physics by considering various models and algorithms. We emphasize the importance of replacing students' incomplete mental images by models that are…
The physics learning is very important to techniques teaching and the engineers upbringing. However, there is evidence that science classes from elementary school through to university are generally failing to provide most students with an…
When we teach physics to prospective scientists and engineers we are teaching more than the "facts" of physics - more, even, than the methods and concepts of physics. We are introducing them to a complex culture - a mode of thinking and the…
The design of a serious game is presented that served as an instrument to motivate and aid to Physics education using active and ludic learning, specifically the topic of free fall of objects, with diverse educational purposes, first to…
Many current methods to learn intuitive physics are based on interaction networks and similar approaches. However, they rely on information that has proven difficult to estimate directly from image data in the past. We aim to narrow this…
This paper re-centres the discussion of student learning in physics to focus on context. In order to do so, a theoretically-motivated understanding of context is developed. Given a well-defined notion of context, data from a novel…
Students' difficulties in quantum mechanics may be the result of unproductive framing and not a fundamental inability to solve the problems or misconceptions about physics content. We observed groups of students solving quantum mechanics…
The large number of published articles in physics journals under the title "Comments on ..." and "Reply to ..." is indicative that the conceptual understanding of physical phenomena is very elusive and hard to grasp even to experts, but it…
The amount of published research in Physics Education Research (PER) shows, on one hand, an increasing interest in the design and development of high performance physics teaching strategies, and, on the other hand, it tries to understand…
One of the objectives of the undergraduate physics curriculum is for students to become aware of the connections between formal physical principles and personal experience. However, research has shown that awareness of connections between…
In a series of well-known papers, Chi and Slotta (Chi, 1992; Chi & Slotta, 1993; Chi, Slotta & de Leeuw, 1994; Slotta, Chi & Joram, 1995; Chi, 2005; Slotta & Chi, 2006) have contended that a reason for students' difficulties in learning…
Physics Education Research (PER) applies a scientific approach to the question, "How do our students think about and learn physics?" PER allows us to explore such intellectually engaging questions as, "What does it mean to understand…