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In a previous study, students' self-expressed learning orientations towards an exercise centered on self-monitoring one's ability to solve a pre-lab physics problem were identified from a post-test feedback survey given to an introductory…
When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be…
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…
Implementation of cognitive apprenticeship in an introductory physics lab group problem solving exercise may be mitigated by epistemic views toward physics of non-physics science majors. Quantitative pre-post data of the Force Concept…
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…
For this study, we compared the attitudes and beliefs about science of physical science (physics and mathematics) and life science (biochemistry and biology) students at the beginning of their university degrees using the CLASS (Colorado…
Introductory algebra-based physics courses frequently feature multiple student major populations in the same course section, however, different majors' requirements may impact students' motivations towards different aspects of the course…
Students' attitudes and approaches to problem solving in physics can profoundly influence their motivation to learn and development of expertise. We developed and validated an Attitudes and Approaches to Problem Solving survey by expanding…
In this study, we adapt prior identity framework to investigate the effect of learning environment (including perceived recognition, peer interaction and sense of belonging) on students' physics self-efficacy, interest and identity by…
We discuss a study in a first year college introductory physics course for physical science and engineering majors that shows that women, on average, feel less recognized by their physics instructors than men as students who can excel in…
A common hope of many physics educators and researchers is that students leave the course with a stronger sense that physics is relevant to them than when they entered the course. Multiple survey measures have attempted to measure shifts in…
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…
Students' self-efficacy, interest, and perceived recognition from others have been shown to be very important for the development of their identity in a given field, which is a critical predictor of students' career decisions. Prior…
It has been reported that students often leave the introductory physics classroom believing that physics is less connected to the real world than when they entered. In this paper we aim to complicate that narrative by considering students'…
Students' attitudes and approaches to problem solving in physics can greatly impact their actual problem solving practices and also influence their motivation to learn and ultimately the development of expertise. We developed and validated…
Test anxiety is beginning to be recognized as a significant factor affecting student performance in science, technology, engineering, and mathematics (STEM) courses, potentially contributing to gender inequity within these fields.…
Physics is considered as one of the most prevailing and problematic subjects by the students in the realm of science. Students perceived physics as a difficult subject during high school days and become more evasive when they reach college.…
Physics education research has probed for the relevance of physics in students' everyday lives. Attitudinal and epistemological surveys have asked students if they think of or use physics in their daily lives. We have previously documented…
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…
As part of a longitudinal study into identity development in upper-level physics students, a phenomenographic research method was used to examine students' perceptions of what it means to be a physicist. The results revealed four different…