Related papers: A two-phase study examining perspectives and use o…
Across the field of education research there has been an increased focus on the development, critique, and evaluation of statistical methods and data usage due to recently created, very large data sets and machine learning techniques. In…
The amount of published research in Physics Education Research (PER) shows, on one hand, an increasing interest in the design and development of high performance physics teaching strategies, and, on the other hand, it tries to understand…
In this paper, we describe two paradigms in physics education research (PER): recurrence-oriented and case-oriented PER. We connect theory on research methodologies in the social sciences to interviews with physics education researchers and…
In this article, we draw on previous reports from physics, science education, and women's studies to propose a more nuanced treatment of gender in physics education research (PER). A growing body of PER examines gender differences in…
Recent critiques of Physics Education Research (PER) studies have revoiced the critical issues when drawing causal inferences from observational data where no intervention is present. In response to a call for a "causal reasoning primer",…
This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory…
We report the conceptual inventory results of a large-scale assessment project at a large university. We studied an attempt at introducing materials and instructional methods informed by physics education research (PER-informed materials)…
Physics Education Research (PER) applies a scientific approach to the question, "How do our students think about and learn physics?" PER allows us to explore such intellectually engaging questions as, "What does it mean to understand…
We describe a course designed to help future educators build an integrated understanding of the different elements of physics education research (PER), including: research into student learning, content knowledge from the perspective of how…
Physics Education Research (PER) is a global endeavour, with a wealth of work performed at a variety of institutions worldwide. However, results from research into undergraduate physics laboratory courses is often difficult to compare due…
Case-oriented physics education research - which seeks to refine and develop theory by linking that theory to cases - incorporates distinct practices for selecting data for analysis, generalizing results, and making causal claims.…
Developing expertise in physics requires appropriate integration and assimilation of physics and mathematics. Instructors and students often describe physics courses in terms of their emphasis on conceptual and quantitative problem-solving.…
Measuring performance & quantifying a performance change are core evaluation techniques in programming language and systems research. Of 122 recent scientific papers, as many as 65 included experimental evaluation that quantified a…
I believe that most teachers develop a belief in a set of pedagogical practices. As we teach, we try different ways to teach topics and then judge how successful the methods were. After several years, we have a compilation of techniques in…
Physics Education Research (PER) practitioners have engaged in substantial curriculum development and dissemination work in recent years. Yet, it appears that this work has had minimal influence on the fundamental teaching practices of…
Physics education research (PER) is a rapidly growing area of PhD specialization. In this article we examine the trajectories that led respondents into a PER graduate program as well as their expected future trajectories. Data were…
Research-based assessments represent a valuable tool for both instructors and researchers interested in improving undergraduate physics education. However, the historical model for disseminating and propagating conceptual and attitudinal…
Much work in physics education research (PER) characterizes faculty teaching practice in terms of whether faculty use specific named PER-based teaching methods, either with fidelity or with adaptation; we call this research paradigm the…
The existence of gender differences in student performance on conceptual assessments and their responses to attitudinal assessments has been repeatedly demonstrated. This difference is often present in students' preinstruction responses and…
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…