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The ability to troubleshoot is an important learning outcome for undergraduate physics laboratory courses. To better understand the role of troubleshooting in electronics laboratory courses, we interviewed 20 electronics instructors from…
At the start of the higher education curriculum, the conceptualization of local approximation objects of a function requires the articulation of knowledge and skills from Functional Analysis and Topology. In the study of functions, a number…
As a result of the deep modifications of the French physics and chemistry curricula in upper secondary school during these last three years, the physics department of the Universit\'e Paris Diderot (France) wished to develop a renovation…
Societal stereotypes and biases pertaining to who belongs in physics and who can excel in physics can impact motivational beliefs, e.g., of women and racial and ethnic minority students in physics courses. This study investigates how the…
Introductory courses on electric circuits at undergraduate level are usually presented in quite abstract terms, with questions and problems quite far from practical problems. This causes the students have difficulties to apply that theory…
Broad instructional methods like interactive engagement have been shown to be effective, but such general characterization provides little guidance on the details of how to structure the instructional materials. In this study, we seek…
Einsteinian physics represents a distinct paradigm shift compared to Newtonian physics. There is worldwide interest in introducing Einsteinian physics concepts early in school curriculum and trials have demonstrated that this is feasible.…
The Force Concept Inventory (FCI) has been widely used to assess student understanding of introductory mechanics concepts by educators and physics education researchers. Many of the items on the FCI have strong distractor choices…
This paper explores an intervention that emphasizes expert practice using spaced recall. Interviews were performed with two students who were shown physics solutions, and were asked to repeatedly recall the solutions over a period of weeks.…
A common hope of many physics educators and researchers is that students leave the course with a stronger sense that physics is relevant to them than when they entered the course. Multiple survey measures have attempted to measure shifts in…
Incorporating computer programming exercises in introductory physics is a delicate task that involves a number of choices that may have a strong affect on student learning. We present an approach that speaks to a number of common concerns…
Acquiring the mathematical, conceptual, and problem-solving skills required in university-level physics courses is hard work, and the average student often lacks the knowledge and study skills they need to succeed in the introductory…
Physics education researchers have developed many evidence-based instructional strategies to enhance physics students' conceptual learning. These strategies have historically been tested using assessments such as the Force Concept Inventory…
Professional development workshops are commonly used to promote the adoption of research-based instructional strategies among physics and astronomy faculty. After learning about such strategies, faculty are often motivated to modify and…
Various active learning methods have been developed for introductory physics, and these methods are increasingly being adopted by instructors. However, instructors often do not implement these methods exactly as was originally intended by…
As generative AI systems are integrated into educational settings, students often encounter AI-generated output while working through learning tasks, either by requesting help or through integrated tools. Trust in AI can influence how…
AI-supported tools can help learners overcome challenges in programming education by providing adaptive assistance. However, existing research often focuses on individual tools rather than deriving broader design recommendations. A key…
Students' learning orientation, as applied towards learning problem solving, may be differentiated into learning a problem solving framework for its own sake, learning for the sake of doing well in the course, and non-goal-related…
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 Test of Understanding Graphs in Kinematics (TUG-K) is a multiple choice test developed by Beichner to assess students' understanding of kinematics graphs. Many of the items on the TUG-K have strong distractor choices which correspond to…