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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…
We have investigated the long-term effect of student-centered instruction at the freshman level on juniors' performance on a conceptual survey of Electricity and Magnetism (E&M). We measured student performance on a research-based…
In this paper we put forth a model for physics course reform that uniquely uses proven, research-based active learning strategies to help students improve their physics knowledge and problem-solving skills. In this study, we compared the…
Student persistence in science, technology, engineering, and mathematics (STEM) has long been a focus of educational research, with both quantitative and qualitative methods being used to investigate patterns and mechanisms of attrition.…
Extensive research has demonstrated that active learning methods are more effective than traditional lecturing at improving student conceptual understanding and reducing failure rates in undergraduate physics courses. Researchers have…
The importance of science beliefs such as self-efficacy, interest, identity, sense of belonging, perceived recognition and effectiveness of peer interaction in science education has been increasingly recognized in recent years. Here, we use…
Introductory physics instruction emphasizes fluency with routine problem-solving procedures. However, even when applying these procedures, students frequently encounter challenges. This paper investigates how students navigate such moments…
As part of a larger research project into massively open online courses (MOOCs), we have investigated student background, as well as student participation in a physics MOOC with a laboratory component. Students completed a demographic…
The rising demand for higher education has led universities to offer courses in multiple formats, including Intensive Instruction Courses (IICs), to meet the needs of a diverse student body. While active teaching methods improve physics…
We suggest one redefinition of common clusters of questions used to analyze student responses on the Force and Motion Conceptual Evaluation (FMCE). Our goal is to move beyond the expert/novice analysis of student learning based on…
One of the objectives of the undergraduate physics curriculum is for students to become aware of the connections between the fundamental principles of classical physics and their personal experience. Nonetheless, numerous studies have shown…
Science communication skills are considered essential learning objectives for undergraduate physics students. However, high enrollment and limited class resources present significant barriers to providing students ample opportunities to…
A clinical study was performed comparing the efficacy of multimedia learning modules with traditional textbooks for the first few topics of a calculus based introductory electricity and magnetism course. Students were randomly assigned to…
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…
A large body of research shows that using interactive engagement pedagogy in the introductory physics classroom consistently results in significant student learning gains; however, with a few exceptions, those learning gains tend not to be…
Several prior studies in introductory physics have found a gender gap on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity and Magnetism (CSEM) with male students performing better…
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…
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…
Most STEM students experience the introductory physics sequence in large-enrollment (N $\gtrsim$ 100 students) classrooms, led by one lecturer and supported by a few teaching assistants. This work describes methods and principles we used to…
Four sections of introductory physics for physical scientists and engineers (about 180 students each) are compared. One section, treatment group, was organized so that students worked to learn the classical ideas connecting forces and…