Related papers: Epistemic Impact on Group Problem Solving for Diff…
This study investigates differences in student participation rates between in-class and online administrations of research-based assessments. A sample of 1,310 students from 25 sections of 3 different introductory physics courses over two…
We investigated the intersectional nature of race/racism and gender/sexism in broad scale inequities in physics student learning using a critical quantitative intersectionality. To provide transparency and create a nuanced picture of…
With the rise of large language models such as ChatGPT, interest has grown in understanding how these tools influence learning in STEM education, including physics. This study explores how students use ChatGPT during a physics…
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'…
Investigations related to expertise in problem solving and ability to transfer learning from one context to another are important for developing strategies to help students perform more expert-like tasks. Here we analyze written responses…
While the positive outcomes of undergraduate research experiences (UREs) have been extensively categorized, the mechanisms for those outcomes are less understood. Through lightly structured focus group interviews, we have extracted the…
Test anxiety is beginning to be recognized as a significant factor affecting student performance in science, technology, engineering, and mathematics (STEM) courses, potentially contributing to gender inequity within these fields.…
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…
A common learning goal for modern physics instructors is for students to recognize a difference between the experimental uncertainty of classical physics and the fundamental uncertainty of quantum mechanics. Our prior work has shown that…
Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then…
With limited time available in the classroom, e-learning tools can supplement in-class learning by providing opportunities for students to study and learn outside of class. Such tools can be especially helpful for students who lack adequate…
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…
While laboratory instruction is a cornerstone of physics education, the impact of student behaviours in labs on retention, persistence in the field, and the formation of students' physics identity remains an open question. In this study, we…
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…
The decline in student interest in science and technology is a major concern in the western world. One approach to reversing this decline is to introduce modern physics concepts much earlier in the school curriculum. We have used 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…
We investigated the epistemological conceptions of the uruguayan Physics teachers and future Physics teachers through the application of the CLASS test (Colorado Learning Attitudes about Science Survey), one of the most accepted instruments…
Even though there has been a tremendous amount of research done in how to help students learn physics, students are still coming away missing a crucial piece of the puzzle: why bother with physics? Students learn fundamental laws and how to…
Recent studies provide evidence that social constructivist pedagogical methods such as active learning, interactive engagement, and inquiry-based learning, while pedagogically more effective, can enable inequities in the classroom. By…
Proficiency with calculating, reporting, and understanding measurement uncertainty is a nationally recognized learning outcome for undergraduate physics lab courses. The Physics Measurement Questionnaire (PMQ) is a research-based assessment…