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Engaging in meaningful collaborations with peers, both inside and outside the classroom, can greatly enhance students' understanding of physics and other STEM disciplines. We analyzed the characteristics of women and men who typically…
The lack of an engaging pedagogy and the highly competitive atmosphere in introductory science courses tend to discourage students from pursuing science, technology, engineering, and mathematics (STEM) majors. Once in a STEM field, academic…
Implementation of cognitive apprenticeship in an introductory physics lab group problem solving exercise may be mitigated by epistemic views toward physics of non-physics science majors. Quantitative pre-post data of the Force Concept…
Investigating student learning and understanding of conceptual physics is a primary research area within Physics Education Research (PER). Multiple quantitative methods have been employed to analyze commonly used mechanics conceptual…
As a result of the pandemic, many physics courses moved online. Alongside, the popularity of internet-based problem-solving sites and forums rose. With the emergence of Large Language Models, another shift occurred. One year into the public…
Test anxiety is beginning to be recognized as a significant factor affecting student performance in science, technology, engineering, and mathematics (STEM) courses, potentially contributing to gender inequity within these fields.…
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…
In a previous study, students' self-expressed learning orientations towards an exercise centered on self-monitoring one's ability to solve a pre-lab physics problem were identified from a post-test feedback survey given to an introductory…
In two earlier studies, we developed a new method to measure students' ability to transfer physics problem solving skills to new contexts using a sequence of online learning modules, and implemented two interventions in the form of…
We have previously described the reformed introductory physics course, Collaborative Learning through Active Sense-Making in Physics (CLASP), for bioscience students at a large public research one university (Original University) and…
The observed performance difference between women and men on assessments in physics---the "gender gap"---is a significant and persistent inequity which has broad implications for the participation of women in physics. Research also shows…
For several decades, scholars have studied cooperation and its outcomes in the educational context. Yet, we lack a complete understanding of how different instructional strategies impact the relationship between cooperation and learning.…
At large institutions of higher education, students frequently have a choice whether to attend the introductory physics sequence asynchronously online, on-site in a traditional lecture-setting, or in a reformed studio setting. In this…
Creating equitable performance outcomes among students is a focus of many instructors and researchers. One focus of this effort is examining disparities in physics student performance across genders, which is a well-established problem.…
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 Learning Assistant (LA) model supports instructors in implementing research-based teaching practices in their own courses. In the LA model, undergraduate students are hired to help facilitate research-based collaborative-learning…
Gender bias, reduced sense of belonging, and lower physics self-efficacy are among the challenges faced by female students who choose to study physics. Prior studies focusing on this underrepresented group have examined the experiences and…
Project Based Learning (PBL), recognized as an active learning strategy, has been linked to self efficacy of student in prior studies, including those within Physics Education Research. Meanwhile, technological advancements have…
We investigated the intersectional nature of race/racism and gender/sexism in broad scale inequities in physics student learning using a critical quantitative intersectionality. To provide transparency and create a nuanced picture of…
This is a report on a qualitative study of students' learning where a physics computer simulation session is used to supplement lectures on the topic. Drawing on phenomenography as the analytical framework, the students' learning-focuses…