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We introduce and theoretically justify a new measure of the self-recognition component of student physics identity called Self-Evaluated Expertise (SEE). This measure is constructed such that it can be extracted from existing responses to…
Researchers have pinpointed recognition from others as one of the most important dimensions of students' science and engineering identity. Studies, however, have found gender biases in students' recognition of their peers, with inconsistent…
An earlier investigation found that the performance of advanced students in a quantum mechanics course did not automatically improve from midterm to final exam on identical problems even when they were provided the correct solutions and…
Many studies have investigated students' epistemological framing when solving physics problems. Framing supports students' problem solving as they decide what knowledge to employ and the necessary steps to solve the problem. Students may…
Developing expert-like problem-solving skills is a central goal of undergraduate physics education. In this study, we investigate the impact of teaching explicit problem-solving frameworks, combined with deliberate practice, on students'…
Studying for physics exams can be difficult and stressful, especially during a student's introductory year in physics. For students who do not plan to major in physics, the desire to do well is based less on understanding concepts and more…
Uncertainty is an important concept in physics laboratory instruction. However, little work has examined how students reason about uncertainty beyond the introductory (intro) level. In this work we aimed to compare intro and beyond-intro…
Introductory algebra-based physics courses frequently feature multiple student major populations in the same course section, however, different majors' requirements may impact students' motivations towards different aspects of the course…
Developing students' ability to troubleshoot is an important learning outcome for many undergraduate physics lab courses, especially electronics courses. In other work, metacognition has been identified as an important feature of…
An assumed attribute of expert physicists is that they learn readily from their own mistakes. Experts are unlikely to make the same mistakes when asked to solve a problem a second time, especially if they have had access to a correct…
Student beliefs in introductory physics courses can influence their course outcomes and retention in STEM disciplines and future career aspirations. This study used survey data from 501 students in the first of two-semester algebra-based…
Physics outreach programs provide a critical context for informal experiences that promote the transition from new student to contributing physicist. Prior studies have suggested a positive link between participation in informal physics…
Standardized assessment tests that allow researchers to compare the performance of students under various curricula are highly desirable. There are several research-based conceptual tests that serve as instruments to assess and identify…
Previous research has found that introductory physics students perform far better on numeric problems than on otherwise equivalent symbolic problems. This paper describes a framework to explain these differences developed by analyzing…
In this meta-analysis, we synthesize the results of 24 studies using the Colorado Learning Attitudes about Science Survey (CLASS) and the Maryland Physics Expectations Survey (MPEX) to answer several questions: (1) How does physics…
Student diversity, like academic background, learning styles, career and life goals, ethnicity, age, social and emotional characteristics, course load and work schedule, offers unique opportunities in education, like learning new skills,…
Formally investigating the sources of students' difficulties around specific subjects is crucial for developing appropriate strategies to help students. We have been studying difficulties in understanding magnetism encountered by students…
When education researchers describe newly developed curricular materials, they typically concentrate on the research base behind their design, and the efficacy of the final products, but do not highlight the initial stages of creating the…
We examined how introductory physics students' attitudes and approaches to problem solving compare to those of introductory astronomy students, using a previously validated survey, the Attitudes and Approaches to Problem Solving (AAPS)…
A close look at students' written work on examinations offers a wealth of information about their performance, their knowledge of the subject, their strengths, weaknesses and misconceptions, and their overall level of mathematical skills…