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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,…
Contributing to the literature on aptitude-treatment interactions between worked examples and problem-solving, this paper addresses differential learning from the two approaches when students are positioned as domain experts learning new…
An important goal of graduate physics core courses is to help students develop expertise in problem solving and improve their reasoning and meta-cognitive skills. We explore the conceptual difficulties of physics graduate students by…
As part of a larger study to understand instructors' considerations regarding the learning and teaching of problem solving in an introductory physics course, we investigated beliefs of first-year graduate teaching assistants (TAs) regarding…
Relating two quantities to describe a physical system or process is at the heart of "doing physics" for novices and experts alike. In this paper, we explore the ways in which experts use covariational reasoning when solving introductory…
Physics graduate teaching assistants (TAs) are often responsible for grading. Physics education research suggests that grading practices that place the burden of proof for explicating the problem solving process on students can help them…
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…
We investigate introductory physics students' difficulties in translating between mathematical and graphical representations and the effect of scaffolding on students' performance. We gave a typical problem that can be solved using Gauss's…
In this companion paper, we explore the use of isomorphic problem pairs (IPPs) to assess introductory physics students' ability to solve and successfully transfer problem-solving knowledge from one context to another in mechanics. We call…
Modeling Instruction (MI), an active-learning introductory physics curriculum, has been shown to improve student academic success. Peer-to-peer interactions play a salient role in the MI classroom. Their impact on student interest and…
The ability to categorize problems is a measure of expertise in a domain. In order to help students learn effectively, instructors and teaching assistants (TAs) should have pedagogical content knowledge. They must be aware of the prior…
Research has shown that Educational Robotics (ER) enhances student performance, interest, engagement and collaboration. However, until now, the adoption of robotics in formal education has remained relatively scarce. Among other causes,…
Student persistence in science, technology, engineering, and mathematics (STEM) has long been a focus of educational research, with both quantitative and qualitative methods being used to investigate patterns and mechanisms of attrition.…
Obtaining knowledge and skill achievement through peer learning can lead to higher academic achievement. However, peer learning implementation is not just about putting students together and hoping for the best. At its worst-designed, peer…
While it is well known which curricular practices can improve student performance on measures of conceptual understanding, the sustaining of these practices and the role of faculty members in implementing these practices are less well…
Helping students learn from their own mistakes can help them develop habits of mind while learning physics content. Based upon cognitive apprenticeship model, we asked students to self-diagnose their mistakes and learn from reflecting on…
Programming instructors often conduct collaborative learning activities, such as Peer Instruction (PI), to enhance student motivation, engagement, and learning gains. However, the impact of group discussion and formation mechanisms on…
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…
Students in introductory physics courses often rely on ineffective strategies, focusing on final answers rather than understanding underlying principles. Integrating scientific argumentation into problem-solving fosters critical thinking…
Physics education research has consistently shown that students have higher learning outcomes when enrolled in interactive-engagement courses. Consequently, many schools are actively reforming their introductory curricula. For courses where…