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Recent studies provide evidence that social constructivist pedagogical methods such as active learning, interactive engagement, and inquiry-based learning, while pedagogically more effective, can enable inequities in the classroom. By…
When education researchers describe newly developed curricular materials, they typically concentrate on the research base behind their design, and the efficacy of the final products, but do not highlight the initial stages of creating the…
This paper describes the development of a new university physics course designed to integrate physics, education, research, and community partnerships. The coordinated system of activities links the new course to local community efforts in…
We report on the development of students' ideas of probability and probability density in a University of Maine laboratory-based general education physics course called Intuitive Quantum Physics. Students in the course are generally math…
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'…
We discuss a case study of the influence of epistemology on learning for a student in an introductory college physics course. An analysis of videotaped class work, written work, and interviews indicates that many of the student's…
This study uses social network analysis and the Classroom Observation Protocol for Undergraduate STEM (COPUS) to characterize six research-based introductory physics curricula. Peer Instruction, Modeling Instruction, ISLE, SCALE-UP,…
Environmental Education (EE) is vital for shaping citizens who understand and value sustainability as an epistemological and practical alternative to mitigate current environmental issues. This research was prompted by the exploration of…
Developing expert-like problem-solving skills is a central goal of undergraduate physics education. In this study, we investigate the impact of teaching explicit problem-solving frameworks, combined with deliberate practice, on students'…
Misconception is the difference between a student's idea and his scientific concept. Physics learning needs to be designed by teachers to minimize misconceptions. Different diagnostic tools have been developed and used by researchers to…
Engaging in interactions with peers is important for student learning. Many studies have quantified patterns of student interactions in in-person physics courses using social network analysis, finding different network structures between…
Group work is becoming increasingly common in introductory physics classrooms. Understanding how students engage in these group learning environments is important for designing and facilitating productive learning opportunities for…
Student-to-student interactions are foundational to many active learning environments, but are most often studied using qualitative methods. Network analysis tools provide a quantitative complement to this picture, allowing researchers to…
Socioemotional and regulation processes in learning are important. We add to the understanding of previous work on co-regulation processes in the learning sciences, extending the caregiver-child paradigm and focusing on the teacher-student…
This paper describes a network of teachers and students who form a living system of education at all levels and achieve high standards. The key process of the network is the process of effective learning by inquiry. Physics is distinguished…
The gap between theory and practice is well-documented in educational research. Physics teachers' willingness to apply research findings in practice may be influenced by a sceptical attitude towards science education research. This study…
Quick interaction between a human teacher and a learning machine presents numerous benefits and challenges when working with web-scale data. The human teacher guides the machine towards accomplishing the task of interest. The learning…
Physics faculty care about their students learning physics content. In addition, they usually hope that their students will learn some deeper lessons about thinking critically and scientifically. They hope that as a result of taking a…
Teachers intentionally pick the most informative examples to show their students. However, if the teacher and student are neural networks, the examples that the teacher network learns to give, although effective at teaching the student, are…
Most introductory quantum physics instructors would agree that transitioning students from classical to quantum thinking is an important learning goal, but may disagree on whether or how this can be accomplished. Although (and perhaps…