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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…
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.…
Computational thinking in physics has many different forms, definitions, and implementations depending on the level of physics, or the institution it is presented in. In order to better integrate computational thinking in introductory…
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…
The ability to make decisions based on data, with its inherent uncertainties and variability, is a complex and vital skill in the modern world. The need for such quantitative critical thinking occurs in many different contexts, and while it…
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…
It has been reported that students often leave the introductory physics classroom believing that physics is less connected to the real world than when they entered. In this paper we aim to complicate that narrative by considering students'…
We examine the relationship between homework completion and exam performance for students having different physics aptitudes for five different semesters of an introductory electricity and magnetism course. In our analysis, we plot exam…
Given a physics scenario, different problem types presenting that scenario in various ways can emphasize different instructional goals. In this investigation, we examined the views of physics graduate teaching assistants (TAs) about the…
Learning advanced physics, in general, is challenging not only due to the increased mathematical sophistication but also because one must continue to build on all of the prior knowledge acquired at the introductory and intermediate levels.…
Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving it. One major focus while helping introductory physics students learn effective…
The use of new technologies in higher education has surprisingly emphasized students' tendency to adopt a passive behavior in class. Participation and interaction of students are essential to improve academic results. This paper describes…
Physics faculty care about their students learning physics content. In addition, they usually hope that their students will learn some deeper lessons about thinking critically and scientifically. They hope that as a result of taking a…
In this study, we adapt prior identity framework to investigate the effect of learning environment (including perceived recognition, peer interaction and sense of belonging) on students' physics self-efficacy, interest and identity by…
Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students' interest in, and understanding of, experimental physics. There are a…
At large research universities in the USA, introductory physics labs are often run by graduate student teaching assistants (TAs). Thus, efforts to reform introductory labs should address the need for effective and relevant TA professional…
We investigated physics students' learning experience and behaviour in a second-year laboratory by analyzing transcribed audio recordings of laboratory sessions. One student group was given both a problem and procedure and asked to analyze…
It is well-known that introductory physics students often have alternative conceptions that are inconsistent with established physical principles and concepts. Invoking alternative conceptions in quantitative problem-solving process can…
Misconception is the difference between a student's idea and his scientific concept. Physics learning needs to be designed by teachers to minimize misconceptions. Different diagnostic tools have been developed and used by researchers to…