Related papers: An equitable and effective approach to introductor…
The research presented in this thesis was motivated by the need to improve introductory physics courses. Introductory physics courses are generally the first courses in which students learn to create models to solve complex problems.…
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…
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…
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…
We present a model for competency-based grading for calculus-based introductory physics that encourages students to obtain proficiency with all course content. By allowing students to continually improve their proficiency with skills and…
Analysis of institutional data for physics majors showing predictive relationships between required mathematics and physics courses in various years is important for contemplating how the courses build on each other and whether there is…
Despite the prevalence of physics education research literature related to problem solving, recent studies have illustrated that opportunities for ``authentic'' problem solving -- conceptualized as making decisions with limited information…
The ability to categorize problems based upon underlying principles, rather than surface features or contexts, is considered one of several proxy predictors of expertise in problem solving. With inspiration from the classic study by Chi,…
The ability to categorize problems based upon underlying principles, rather than contexts, is considered a hallmark of expertise in physics problem solving. With inspiration from a classic study by Chi, Feltovich, and Glaser, we compared…
Creating equitable performance outcomes among students is a focus of many instructors and researchers. One focus of this effort is examining disparities in physics student performance across genders, which is a well-established problem.…
Contribution: We demonstrate that it is feasible to include field specific problems in introductory mathematics courses to motivate engineering students. This is done in a way that still allows large parts of the course to be common to all…
We describe the development of a course of quantum mechanics for secondary school designed to address the challenges related to the revision of classical knowledge, to the building of a well-organized knowledge structure on the discipline,…
We describe how graduate students categorize introductory mechanics problems based on the similarity of their solutions. Graduate students were asked at the end of a teaching assistant training class to categorize problems from their own…
Investigations related to expertise in problem solving and ability to transfer learning from one context to another are important for developing strategies to help students perform more expert-like tasks. Here we analyze written responses…
We report on a profession-oriented course we offered at the University of Vienna, aimed at physics education teacher students. The course on Theoretical Classical Mechanics has been conceived and designed from its outset with the explicit…
This article outlines a comprehensive redesign of an introductory physics laboratory course aimed at promoting active student engagement, enhancing scientific experimental skills and the development of expert-like attitudes. The redesign…
Inequities in student access to trigonometry and calculus are often associated with racial and socioeconomic privilege, and often influence introductory physics course performance. To mitigate these disparities in student preparedness, we…
With inspiration from the classic study by Chi, Feltovich, and Glaser [1], we asked introductory physics students in three introductory physics classes to categorize mechanics problems based upon similarity of solutions. To evaluate the…
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…
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…