Related papers: Comparing introductory physics and astronomy stude…
The current paper examines the possibility of replacing conventional synchronous single-attempt exam with more flexible and accessible multi-attempt asynchronous assessments in introductory-level physics by using large isomorphic problem…
We discuss a case study of the influence of epistemology on learning for a student in an introductory college physics course. An analysis of videotaped class work, written work, and interviews indicates that many of the student's…
We investigated the effects of student-generated problems on exams. The process was gradual with some training throughout the semester. Initial results were highly positive with the students involved performing significantly better, and…
Even though there has been a tremendous amount of research done in how to help students learn physics, students are still coming away missing a crucial piece of the puzzle: why bother with physics? Students learn fundamental laws and how to…
This paper reviews research results obtained from Einsteinian physics programs run by different instructors with Years 6, 9, 10 and 11 students using the models and analogies described in Parts 1 and 2. The research aimed to determine…
Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments…
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.…
A central goal of Introductory Physics for the Life Sciences (IPLS) is to prepare students to use physics to model and analyze biological situations, a skill of increasing importance for their future studies and careers. Here we report our…
With the rise of large language models such as ChatGPT, interest has grown in understanding how these tools influence learning in STEM education, including physics. This study explores how students use ChatGPT during a physics…
Incorporating computer programming exercises in introductory physics is a delicate task that involves a number of choices that may have a strong affect on student learning. We present an approach that speaks to a number of common concerns…
Societal stereotypes and biases pertaining to who belongs in physics and who can excel in physics can impact motivational beliefs, e.g., of women and racial and ethnic minority students in physics courses. This study investigates how the…
While it is well known which curricular practices can improve student performance on measures of conceptual understanding, the sustaining of these practices and the role of faculty members in implementing these practices are less well…
From industry to government to academia, attracting and retaining science, technology, engineering, and mathematics majors is recognized as a key element of the 21$^{\text{st}}$ century knowledge economy. The ability to retain students…
Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving it. One major focus while helping introductory physics students learn effective…
Students' learning orientation, as applied towards learning problem solving, may be differentiated into learning a problem solving framework for its own sake, learning for the sake of doing well in the course, and non-goal-related…
There is some evidence that conceptual inquiry-based introductory physics lab curricula, such as RealTime Physics, may improve students' understanding of physics concepts. Thus, these curricula may be attractive for instructors who seek to…
We investigated the common difficulties that students have with concepts related to rotational and rolling motion covered in the introductory physics courses. We compared the performance of calculus- and algebra-based introductory physics…
This research was a qualitative transcendental phenomenological exploration of astronomy identity formation among astronomy majors and physics majors engaged in astronomy research. Participants (N=10), all of whom identified with…
In this meta-analysis, we synthesize the results of 24 studies using the Colorado Learning Attitudes about Science Survey (CLASS) and the Maryland Physics Expectations Survey (MPEX) to answer several questions: (1) How does physics…
This study explores student attitudes to the use of substantive on-line assessments that require mathematical answers. Our goal is to learn what are the important aspects in a design of more effective e-assessments that support learning of…