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One way to foster a supportive culture in physics departments is for instructors to provide students with personal attention regarding their academic difficulties. To this end, we have developed the Guided Reflection Form (GRF), an online…
Self-reflection is important metacognitive skill, enabling students to build coherence into their learning and embed content in a broader context. While various pedagogical techniques exist to encourage student reflection, little research…
We redesigned an advanced physics laboratory course to include a project component. The intention was to address learning outcomes such as modeling, design of experiments, teamwork, and developing technical skills in using apparatus and…
Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then…
Self-reflection on learning experiences constitutes a fundamental cognitive process, essential for the consolidation of knowledge and the enhancement of learning efficacy. However, traditional methods to facilitate reflection often face…
This study examines the development of reflective practice among students on a four-year work-based Software Engineering program. Using two established models of reflection - Boud et al.'s Model of Reflective Process and Bain et al.'s 5R…
Despite the recognition that reflection is an essential part of problem solving, it is often not emphasized in upper-division physics courses. In this paper, we discuss homework corrections (HWCs) as a pedagogical tool to motivate…
This article outlines a comprehensive redesign of an introductory physics laboratory course aimed at promoting active student engagement, enhancing scientific experimental skills and the development of expert-like attitudes. The redesign…
Students who successfully engage in self-regulated learning, are able to plan their own studying, monitoring their progress and make any necessary adjustments based upon the data and feedback they gather. In order to promote this type of…
Science communication skills are considered essential learning objectives for undergraduate physics students. However, high enrollment and limited class resources present significant barriers to providing students ample opportunities to…
We have designed an introductory laboratory course that engaged first-year undergraduate students in two complementary types of iteration: (1) iterative improvement of experiments through cycles of modeling systems, designing experiments,…
The objectives of physics laboratory courses include fostering conceptual understanding and development of several important cognitive, psycho-motor, attitudinal and affective abilities. In most of the Indian colleges and universities (and…
Despite the promise of RLHF in aligning LLMs with human preferences, it often leads to superficial alignment, prioritizing stylistic changes over improving downstream performance of LLMs. Underspecified preferences could obscure directions…
With limited time available in the classroom, e-learning tools can supplement in-class learning by providing opportunities for students to study and learn outside of class. Such tools can be especially helpful for students who lack adequate…
In this paper, we introduce Rule-Guided Feedback (RGF), a framework designed to enhance Large Language Model (LLM) performance through structured rule adherence and strategic information seeking. RGF implements a teacher-student paradigm…
Developing expert-like problem-solving skills is a central goal of undergraduate physics education. In this study, we investigate the impact of teaching explicit problem-solving frameworks, combined with deliberate practice, on students'…
Reflection is widely recognized as a cornerstone of student development, fostering critical thinking, self-regulation, and deep conceptual understanding. Traditionally, reflective skills have been cultivated through structured feedback,…
In this paper we put forth a model for physics course reform that uniquely uses proven, research-based active learning strategies to help students improve their physics knowledge and problem-solving skills. In this study, we compared the…
We describe a study in which introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into the "Peer Reflection" (PR) group and the…
Effective physics learning, especially in complex topics, requires balancing mathematical formalism with conceptual understanding. Conceptual problem-solving involves connecting math to physical reality, and using an epistemological…