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Education is a goal-oriented field. But if we want to treat education scientifically so we can accumulate, evaluate, and refine what we learn, then we must develop a theoretical framework that is strongly rooted in objective observations…
Computational physics is a key part of what it means to do physics in the twenty-first century. However, upper division computational physics remains a largely understudied area. We set out to understand the experiences of students in an…
We have designed an introductory laboratory course that engaged first-year undergraduate students in two complementary types of iteration: (1) iterative improvement of experiments through cycles of modeling systems, designing experiments,…
Laboratory courses represent a unique and potentially important component of the undergraduate physics curriculum, which can be designed to allow students to authentically engage with the process of experimental physics. Among other…
Many instructors choose to assess their students using open-ended written exam items that require students to show their understanding of physics by solving a problem and/or explaining a concept. Grading these items is fairly time…
Recruiting and retaining highly qualified physics and physical science teachers is critical for maintaining America's global competitiveness. Unfortunately, only one third of the high school teachers in physics have a degree in physics and…
Standardized conceptual assessment represents a widely-used tool for educational researchers interested in student learning within the standard undergraduate physics curriculum. For example, these assessments are often used to measure…
As part of ongoing investigations into student learning in advanced undergraduate courses, we have developed a conceptual assessment tool for upper-division electrodynamics (E&M II): the Colorado UppeR-division ElectrodyNamics Test…
This article describes how the author successfully adapted techniques drawn from the literature on active learning for use in a graduate-level course on quantum field theory. Students completed readings and online questions ahead of each…
Free-response research-based assessments, like the Colorado Upper-division Electrostatics Diagnostic (CUE), provide rich, fine-grained information about students' reasoning. However, because of the difficulties inherent in scoring these…
Implementation of a STEAM Makerspace to dynamize the teaching and learning processes of mathematics (with emphasis on geometry) of second-year students in the upper secondary level.
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…
This article describes the successful revitalization of an undergraduate physics program. The areas of curriculum development, undergraduate research experiences and advising and retention, to name a few, are emphasized in this…
Physics graduate teaching assistants (TAs) are often responsible for grading. Physics education research suggests that grading practices that place the burden of proof for explicating the problem solving process on students can help them…
Light Polarization has many technological applications and its discovery was crucial to reveal the transverse nature of the electromagnetic waves. However, despite its fundamental and practical importance, in high school this property of…
Blended learning is generally defined as the combination of traditional face-to-face learning and online learning. This learning mode has been widely used in advanced education across the globe due to the COVID-19 pandemic's social distance…
This paper first provides an overview of the pedagogical role of formative assessment in the undergraduate engineering classroom. In the last decade, technology-facilitated implementation of the collection and analysis of student responses…
Grading can shape students' learning and encourage use of effective problem solving practices. Teaching assistants (TAs) are often responsible for grading student solutions and providing feedback, thus, their perceptions of grading may…
Multiple external representations (MERs) and personalized feedback support physics learning, yet evidence on how personalized feedback can effectively integrate MERs remains limited. This question is particularly timely given the emergence…
The most commonnly used methods of the theoretical analysis of electromagnetic oscillations and waves are described. The lectures are given for the fourth-year students of Moscow Institute of Physics and Technology. These lectures can be…