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The purpose of this article is to present a simple solution of the classic dog-and-rabbit chase problem which emphasizes the use of concepts of elementary kinematics and, therefore, can be used in introductory mechanics course. The article…
Six specific modes of reasoning about ratio and proportion have been delineated as a means of operationalizing expert practice. These modes stem from consideration of how physicists reason in context, are informed by prior work in physics…
Reasoning models are the new generation of Large Language Models (LLMs) capable of complex problem solving. Their reliability in solving introductory physics problems was tested by evaluating a sample of n = 5 solutions generated by one…
Student-to-student interactions are foundational to many active learning environments, but are most often studied using qualitative methods. Network analysis tools provide a quantitative complement to this picture, allowing researchers to…
Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level…
Teaching assistants (TAs) are often responsible for grading in introductory physics courses at large research universities. Their grading practices can shape students' approaches to problem solving and learning. Physics education research…
A recent paper used structural equation modeling to infer effects of gender-dependent student attitudes on several outcomes of introductory physics courses. The model used is precisely Markov equivalent to an equally plausible approximation…
Students taking introductory physics are rarely exposed to computational modeling. In a one-semester large lecture introductory calculus-based mechanics course at Georgia Tech, students learned to solve physics problems using the VPython…
This paper introduces a theory about the role of language in learning physics. The theory is developed in the context of physics students' and physicists' talking and writing about the subject of quantum mechanics. We found that physicists'…
Learning to use math in physics involves combining (blending) our everyday experiences and the conceptual ideas of physics with symbolic mathematical representations. Graphs are one of the best ways to learn to build the blend. They are a…
In previous work we analyzed databases for 95 classes to show that the percent grade scale was correlated with a much higher student fail rate than the 4.0 grade scale. This paper builds on this work and investigates equity gaps occurring…
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…
In this work, we study a sample of 600 engineering students in three consecutive physics courses of different levels, according to their curriculum. We focus on the most frequent students' misconceptions in newtonian mechanics. It was…
We discuss research involving the Conceptual Survey of Electricity and Magnetism (CSEM) to evaluate one aspect of the pedagogical content knowledge of teaching assistants (TAs): the knowledge of introductory students' alternate conceptions…
The performance of over 5000 students in introductory calculus-based mechanics courses at the Georgia Institute of Technology was assessed using the Force Concept Inventory (FCI). Results from two different curricula were compared: a…
We investigate introductory physics students' difficulties in translating between mathematical and graphical representations and the effect of scaffolding on students' performance. We gave a typical problem that can be solved using Gauss's…
The logical line is traced of formulation of theory of mechanics founded on the basic correlations of mathematics of hypercomplex numbers and associated geometric images. Namely, it is shown that the physical equations of quantum, classical…
Expert problem solvers are characterized by continuous evaluation of their progress towards a solution. One characteristic of expertise is self-diagnosis directed towards elaboration of the solvers' conceptual understanding, knowledge…
An active learning physics course (treatment) was re-organized in an attempt to increase students' problem solving abilities. This re-organized course covered all of the relevant concepts in the first 6 weeks with the final 4 weeks spent in…
Researchers in physics education have advocated both for including modeling in science classrooms as well as promoting student engagement with sensemaking. These two processes facilitate the generation of new knowledge by connecting to…