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We describe a study focusing on students' and faculty members' reasoning about problems of differing cognitive complexity related to the double-slit experiment (DSE) with single particles. In the first phase of the study, students in…
Students in introductory physics struggle with vector algebra and these challenges are often associated with contextual and representational features of the problems. Performance on problems about cross product direction is particularly…
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.…
Large language models (LLMs) are increasingly used to generate feedback, yet their impact on learning remains underexplored, especially compared to existing feedback methods. This study investigates how on-demand LLM-generated explanatory…
Research suggests that interacting with more peers about physics course material is correlated with higher student performance. Some studies, however, have demonstrated that different topics of peer interactions may correlate with their…
We describe a project-based computational physics course developed using a backwards course design approach. From an initial competency-based model of problem solving in computational physics, we interviewed faculty who use these tools in…
Learning physics is a context dependent process. I consider a broader interdisciplinary problem of where differences in understanding and reasoning arise. I suggest the long run effects a multiple choice based learning system as well as…
Students in introductory physics courses often rely on ineffective strategies, focusing on final answers rather than understanding underlying principles. Integrating scientific argumentation into problem-solving fosters critical thinking…
As students pursue a bachelor's degree in physics, they may ponder over which area to specialize in, such as theory, computation, or experiment. Often students develop preferences and dislikes, but it's unclear when this preference…
The results of the National High School Examination (ENEM) are an important tool for a diagnosis of educational deficiencies at the end of a training cycle. This exam is a relevant source of data for the evaluation of what is learned by…
As research-based self-paced e-learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we discuss the effectiveness of…
High school science classrooms across the United States are answering calls to make computation a part of science learning. The problem is that there is little known about the barriers to learning that computation might bring to a science…
Student persistence in science, technology, engineering, and mathematics (STEM) has long been a focus of educational research, with both quantitative and qualitative methods being used to investigate patterns and mechanisms of attrition.…
A difficult challenge in physics education is to design professional development programs for teachers, which can lead to fundamental changes in their practise. We report all activities for physics teachers in the context of the National…
Teaching assistants (TAs) are often responsible for grading student solutions. Since grading communicates instructors' expectations, TAs' grading decisions play a crucial role in forming students' approaches to problem solving (PS) in…
Pencasts are videos of problem solving with narration by the problem solver. Pedagogically, students can create pencasts to illustrate their own problem solving to the instructor or to their peers. Pencasts have implications for teaching at…
Several reports in education have called for transforming physics learning environments by promoting sensemaking of real-world scenarios in light of curricular ideas. Recent advancements in Generative-Artificial Intelligence has garnered…
Professional development workshops are commonly used to promote the adoption of research-based instructional strategies among physics and astronomy faculty. After learning about such strategies, faculty are often motivated to modify and…
Project-based assessment, in the form of take-home exams, was trialed in an honours/masters level electromagnetic theory course. This assessment formed an integral part of the learning experience of the students, and students felt that this…
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.…