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The progressive introduction of the flip teaching (FT) instructional model into higher education has accelerated in recent years. The FT methodology seems to be especially suitable for laboratory practice sessions: before the lab session…
Taking notes during lectures is one of the required skills, among many others, that students need (i) to master the topic covered in the lecture, (ii) to actively engage in the learning process with minimal to no distractions, (iii) to…
We have analyzed the impact of taking an associated lab course on the scores on final exam questions in two large introductory physics courses. Approximately a third of the students who completed each course also took an accompanying…
Traditional problem-based exams are not efficient instruments for assessing the "structure" of physics students' conceptual knowledge or for providing diagnostically detailed feedback to students and teachers. We present the Free Term Entry…
In a recent report, the American Association of Physics Teachers has developed an updated set of recommendations for curriculum of undergraduate physics labs.1 This document focuses on six major themes: constructing knowledge, modeling,…
The research presented in this thesis was motivated by the need to improve introductory physics courses. Introductory physics courses are generally the first courses in which students learn to create models to solve complex problems.…
Two-stage exams, which pair a traditional individual exam with a subsequent collaborative exam, are widely popular with both students and faculty for fostering deep engagement, collaboration, and immediate feedback. Over the last decade,…
We investigated physics students' learning experience and behaviour in a second-year laboratory by analyzing transcribed audio recordings of laboratory sessions. One student group was given both a problem and procedure and asked to analyze…
The use of new technologies in higher education has surprisingly emphasized students' tendency to adopt a passive behavior in class. Participation and interaction of students are essential to improve academic results. This paper describes…
In this work, I present an automatic system for the evaluation of closed-type exercises in physics at the high school level or in the first year of a degree where physics is a mandatory course. It is expected that this will allow students…
This article quantitatively examines the effects that different incentives have on students' homework completion rates in introductory physics courses at the United States Air Force Academy. Our data suggest that no more than 10-15% of the…
Quantum mechanics is an integral course for physics students. An understanding of quantum concepts is imperative for enrollment in physics graduate programs, participating in research within physics-fields, and employment at companies…
Over the past several decades, a large body of research has shown that undergraduate science students learn more and more equitably in active learning classrooms; however, the term "active learning" lacks definition and little research has…
We redesigned an advanced physics laboratory course to include a project component. The intention was to address learning outcomes such as modeling, design of experiments, teamwork, and developing technical skills in using apparatus and…
This paper considers the design of observational longitudinal studies with a continuous response and a binary time-invariant exposure, where, typically, the exposure is unbalanced, the mean response in the two groups differs at baseline and…
The current work aims to better understand student course experiences for those who reported negative perceptions in introductory physics. We conducted semi-structured interviews with 24 students who reported negative perceptions of their…
Our ongoing development and deployment of an online robotics education platform highlighted a gap in providing an interactive, feedback-rich learning environment essential for mastering programming concepts in robotics, which they were not…
In this paper, we describe how we changed the structure of problem sessions in an algorithmic subject, in order to improve student confidence. The subject in question is taught to very large cohorts of (around 900) students, though our…
Traditional assessment methods collapse when students use generative AI to complete work without genuine engagement, creating an illusion of competence where they believe they're learning but aren't. This paper presents the conversational…
In this paper, we describe how we transformed our large-enrollment introductory physics sequence for life-science students to a Lecture/Studio format and aligned the physics concepts with authentic biological applications. We have reformed…