Related papers: Effect of Scaffolding on Helping Introductory Phys…
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…
Contribution: We demonstrate that it is feasible to include field specific problems in introductory mathematics courses to motivate engineering students. This is done in a way that still allows large parts of the course to be common to all…
We investigated the common difficulties that students have with concepts related to rotational and rolling motion covered in the introductory physics courses. We compared the performance of calculus- and algebra-based introductory physics…
We describe how graduate students categorize introductory mechanics problems based on the similarity of their solutions. Graduate students were asked at the end of a teaching assistant training class to categorize problems from their own…
We discuss a case study of the influence of epistemology on learning for a student in an introductory college physics course. An analysis of videotaped class work, written work, and interviews indicates that many of the student's…
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…
Introductory mechanics ("physics 1") is a critical gateway course for students desiring to pursue a STEM career. A major challenge with this course is that there is a large spread in the students' incoming physics preparation, and this…
We use the Survey of Thermodynamic Processes and First and Second Laws-Long (STPFaSL-Long), a research-based survey instrument with 78 items at the level of introductory physics, to investigate introductory and advanced students'…
Despite the prevalence of physics education research literature related to problem solving, recent studies have illustrated that opportunities for ``authentic'' problem solving -- conceptualized as making decisions with limited information…
Helping students learn to think like a physicist is an important goal of many introductory physics courses. One characteristic distinguishing more experienced physicists from novice students is that they make better use of problem solving…
Previously we discussed how well students in an introductory physics course diagnosed their mistakes on a quiz problem with different levels of scaffolding support. In that case, the problem they self-diagnosed was unusually difficult. We…
Most students struggle when faced with complex and ill-structured tasks because the strategies taught in schools and universities simply require finding and applying the correct formulae or strategy to answer well-structured, algorithmic…
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…
Scientific argumentation is a core science and engineering practice and a necessary 21st Century workforce skill. Due to the nature of large enrollment classes, it is difficult to individually assess students and provide feedback on their…
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'…
Lowering the barriers to computer programming requires understanding how to scaffold learning. Parsons problems, which require learners to drag-and-drop blocks of code into the correct order and indentation, are proving to be beneficial for…
Neurodiverse learners often require reading supports, yet increasing scaffold richness can sometimes overload attention and working memory rather than improve comprehension. Grounded in the Construction-Integration model and a contingent…
In a companion paper, we discuss students' ability to take advantage of what they learn from a solved problem and transfer their learning to solve a quiz problem that has different surface features but the same underlying physics…
This study presents the design and the implementation of an inquiry-based reconstruction of Rutherford's gold foil experiment. The activity engaged students in collaborative exploration using a "black box" as an analogical model of the…
Development of conceptual multiple-choice tests related to a particular physics topic is important for designing research-based learning tools to reduce the difficulties. We explore the difficulties that the advanced undergraduate and…