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Student learning in instructional physics labs represents a growing area of research that includes investigations of students' beliefs and expectations about the nature of experimental physics. To directly probe students' epistemologies…
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…
Physics education researchers have developed many evidence-based instructional strategies to enhance physics students' conceptual learning. These strategies have historically been tested using assessments such as the Force Concept Inventory…
Automated methods are becoming increasingly integrated into studies of formative feedback on students' science explanation writing. Most of this work, however, addresses students' responses to short answer questions. We investigate…
This paper re-centres the discussion of student learning in physics to focus on context. In order to do so, a theoretically-motivated understanding of context is developed. Given a well-defined notion of context, data from a novel…
The cyclic format of the undergraduate physics curriculum depends on students' ability to recall and utilize material covered in prior courses in order to reliably build on that knowledge in later courses. However, there is evidence to…
The physics learning is very important to techniques teaching and the engineers upbringing. However, there is evidence that science classes from elementary school through to university are generally failing to provide most students with an…
It is well-known that introductory physics students often have alternative conceptions that are inconsistent with established physical principles and concepts. Invoking alternative conceptions in quantitative problem-solving process can…
In the symposium contributions we discuss research in physics education and the consequences of its results for physics teaching. The symposium presents four different aspects of physics teaching and learning, but all of them have…
The goal of this paper is to offer a full support for universities and quality assessment committees in retrieving the feedback from their students regarding to their teaching staff. The computer based application presented before ([Cri07])…
Helping students learn from their own mistakes can help them develop habits of mind while learning physics content. Based upon cognitive apprenticeship model, we asked students to self-diagnose their mistakes and learn from reflecting on…
Historically, the implementation of research-based assessments (RBAs) has been a driver of educational change within physics and helped motivate adoption of interactive engagement pedagogies. Until recently, RBAs were given to students…
The method of images (MoI) is a valuable technique for solving certain electrostatic boundary value problems consisting of charge density near conductor(s). We developed and validated an inquiry-based tutorial on MoI to help students learn…
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.…
Misconception is the difference between a student's idea and his scientific concept. Physics learning needs to be designed by teachers to minimize misconceptions. Different diagnostic tools have been developed and used by researchers to…
This systematic mapping study consisted of tracking the scientific literature that addresses the issue of analogies as a didactic strategy in science teaching. An analogy can be understood as comparing an existing knowledge with a new…
This study examines whether including more contextual information in data analysis could improve our ability to identify the relation between students' online learning behavior and overall performance in an introductory physics course. We…
End-of-course assessments play important roles in the ongoing attempt to improve instruction in physics courses. Comparison of students' performance on assessments before and after instruction gives a measure of student learning. In…
In recent years, computing has become an important part of the way we teach and learn physics. Teachers, both at high school and college levels, now use computational activities in many of their courses. Physics departments are offering…
Computer aided formative assessment can be used to enhance a learning process, for instance by providing feedback. There are many design choices for delivering feedback, that lead to a feedback strategy. In an informative feedback strategy,…