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This paper reports on an investigation into the correlations between students' understandings of introductory astronomy concepts and the correctness and coherency of their written responses to targeted Lecture-Tutorial questions. We…
In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred and…
The abilities of Generative-Artificial Intelligence (AI) to produce real-time, sophisticated responses across diverse contexts has promised a huge potential in physics education, particularly in providing customized feedback. In this study,…
Very little is known about how the nature of expertise in introductory and advanced courses compares in knowledge-rich domains such as physics. We develop a framework to compare the similarities and differences between learning and patterns…
Modeling the creative mathematical sensemaking that characterizes expert thinking in physics is typically a struggle for new learners. To help students learn to reason this way, we created a set of supplemental activities called Physics…
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…
We discuss the effect of administering conceptual and quantitative isomorphic problem pairs (CQIPP) back to back vs. asking students to solve only one of the problems in the CQIPP in introductory physics courses. Students who answered both…
Covariational reasoning -- reasoning about how changes in one quantity relate to changes in another quantity -- has been examined extensively in mathematics education research. Little research has been done, however, on covariational…
In this classroom-based action-research project, I compared the following two approaches to check their effectiveness in helping students overcome physics misconceptions: Inducing cognitive dissonance or gradually building on students'…
The modern physics course is a crucial gateway for physics majors, introducing concepts beyond the scope of K-12 education. Despite its significance, content varies widely among institutions. This study analyzes 167 modern physics syllabi…
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…
We present results from a study that categorizes and assesses the quality of questions and explanations authored by students, in question repositories produced as part of the summative assessment in introductory physics courses over 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…
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…
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…
An important goal of graduate physics core courses is to help students develop expertise in problem solving and improve their reasoning and meta-cognitive skills. We explore the conceptual difficulties of physics graduate students by…
This article reviews contemporary methods for integrating force, including both proprioception and tactile sensing, in robot manipulation policy learning. We conduct a comparative analysis on various approaches for sensing force, data…
Formal Concept Analysis (FCA) begins from a context, given as a binary relation between some objects and some attributes, and derives a lattice of concepts, where each concept is given as a set of objects and a set of attributes, such that…
Despite the recognition that reflection is an essential part of problem solving, it is often not emphasized in upper-division physics courses. In this paper, we discuss homework corrections (HWCs) as a pedagogical tool to motivate…
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…