Related papers: Exploring pedagogical content knowledge of physics…
The Test of Understanding Graphs in Kinematics (TUG-K) is a multiple choice test developed by Beichner to assess students' understanding of kinematics graphs. Many of the items on the TUG-K have strong distractor choices which correspond to…
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…
Identifying the relevant physics principles is a central component of problem solving. A major goal of most introductory physics courses is to help students discern the deep similarities between problems based upon the physics principles so…
Research on the test structure of the Force Concept Inventory (FCI) has largely been performed with exploratory methods such as factor analysis and cluster analysis. Multi-Dimensional Item Response Theory (MIRT) provides an alternative to…
In this companion paper, we explore the use of isomorphic problem pairs (IPPs) to assess introductory physics students' ability to solve and successfully transfer problem-solving knowledge from one context to another in mechanics. We call…
Many prior studies have found a gender gap between male and female students' performance on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity and Magnetism (CSEM) with male students…
Ishimoto, Davenport, and Wittmann have previously reported analyses of data from student responses to the Force and Motion Conceptual Evaluation (FMCE), in which they used item response curves (IRCs) to make claims about American and…
As part of a larger study to understand instructors' considerations regarding the learning and teaching of problem solving in an introductory physics course, we investigated beliefs of first-year graduate teaching assistants (TAs) regarding…
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…
Since October 2010, the Chemistry-Biology Combined Major Program (CBCMP), an international course taught in English at Osaka University, has been teaching small classes (no more than 20 in size). We present data from the Force Concept…
Helping students learn to think like a physicist is an important goal of many introductory physics courses. One characteristic distinguishing more experienced physicists from novice students is that they make better use of problem solving…
We analyze the problem solving strategies of physics professors in a case where their physical intuition fails. A non-intuitive introductory-level problem was identified and posed to twenty physics professors. The problem placed the…
Compared with introductory physics, relatively little is known about the development of expertise in advanced physics courses, especially in the case of quantum mechanics. Here, we describe a framework for understanding the patterns of…
The ability to categorize problems is a measure of expertise in a domain. In order to help students learn effectively, instructors and teaching assistants (TAs) should have pedagogical content knowledge. They must be aware of the prior…
As research-based self-paced e-learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we discuss the effectiveness of…
A key question in physics education is the effectiveness of the teaching methods. A curriculum that has been investigated at the University of Central Florida (UCF) over a period of two years is the use of particular elements of The Physics…
The traditional pedagogical paradigm in physics is based on a deductive approach. However, with the recent advances in information technology, we are facing a dramatic increase in the amount of readily available information; hence, the…
A key to effective teaching is an awareness and accurate understanding of the thinking and implicit assumptions that students bring to the subject to be learned. In the absence of extensive Socratic interactions with students, one strategy…
We developed a survey to probe student understanding of quantum mechanics concepts at the beginning of graduate instruction. The survey was administered to 202 graduate students in physics enrolled in first-year quantum mechanics courses…
Performance in introductory courses, particularly physics, is often crucial for student success in STEM majors and can impact an individual's tendency to persist in their chosen field. To enhance students' individual learning experiences,…