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From a department being resistant to change to students not buying into the new computational activities, the challenges that are faced with integrating computation into the physics undergraduate curriculum are varied. The Partnership for…
This paper investigates context stickiness in in-context learning (ICL), a phenomenon where earlier examples in a prompt interfere with a transformer's ability to adapt to later tasks. Using synthetic regression tasks over linear and…
Students in physics laboratory courses, particularly at the upper division, are often expected to engage in troubleshooting. Although there are numerous ways in which students may proceed when diagnosing a problem, not all approaches are…
This work reports on results from the first national study of the impact of student facilitation of informal physics outreach programs on their physics identity, sense of belonging, and essential career skill development. Drawing on results…
We address the question "How do students make sense of Physics from the point of view of constituting physics knowledge?". A phenomenographic study is described as a result of which we present six qualitatively different ways in which…
This study examines how AI code assistants shape novice programmers experiences during a two-part exam in an introductory programming course. In the first part, students completed a programming task with access to AI support; in the second,…
Academic Miscommunication (AM) is the phenomenon of a professor's expectations, beliefs, or goals in the classroom differing from those of the students. In this study, a survey was given to undergraduates in two introductory physics classes…
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…
Metacognition has been recognized as an essential skill for academic success and for performance in solving problems. During learning or problem-solving, metacognitive skills facilitate a range of cognitive and affective processes, leading…
Model fusion research aims to aggregate the knowledge of multiple individual models to enhance performance by combining their weights. In this work, we study the inverse problem: investigating whether model fusion can be used to reduce…
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…
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…
Interpretability research takes counterfactual theories of causality for granted. Most causal methods rely on counterfactual interventions to inputs or the activations of particular model components, followed by observations of the change…
A paper evaluating the effects of lessons intended to encourage high school students to continue physics studies made some important errors. One was to underestimate the width of confidence intervals by failing to use standard cluster…
Visualization design influences how people perceive data patterns, yet most research focuses on low-level analytic tasks, such as finding correlations. The extent to which these perceptual affordances translate to high-level decision-making…
Transfer learning seeks to improve the generalization performance of a target task by exploiting the knowledge learned from a related source task. Central questions include deciding what information one should transfer and when transfer can…
The large number of published articles in physics journals under the title "Comments on ..." and "Reply to ..." is indicative that the conceptual understanding of physical phenomena is very elusive and hard to grasp even to experts, but it…
What kind of problem-solving instruction can help students apply what they have learned to solve the new and unfamiliar problems they will encounter in the future? We propose that mathematical sensemaking, the practice of seeking coherence…
University students taking introductory physics are generally successful executing mathematical procedures in context, but often struggle with the use of mathematical concepts for sense making. Physics instructors note that their students…
Expressing physics problems in the form of a mathematical model is one of the most important stages in the problem-solving process. Particularly in algebraic symbolization, understanding the meanings of signs and being able to manipulate…