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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…
Physics education researchers have developed many evidence-based instructional strategies to enhance physics students' conceptual learning. These strategies have historically been tested using assessments such as the Force Concept Inventory…
Enhancing motivation and learning attitudes in an introductory physics course is an important but difficult task that can be achieved through class blogging. We incorporated into an introductory course a blog operated by upper-level physics…
Developing expertise in physics requires appropriate integration and assimilation of physics and mathematics. Instructors and students often describe physics courses in terms of their emphasis on conceptual and quantitative problem-solving.…
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…
A large body of research shows that using interactive engagement pedagogy in the introductory physics classroom consistently results in significant student learning gains; however, with a few exceptions, those learning gains tend not to be…
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…
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…
Recently, there has been increased attention to improving laboratory instruction at all levels. At the introductory level, research results have shown differing levels of success based on the nature of the desired learning outcomes. In…
Perceptions of disciplinary recognition and identity can be shaped by various forms of feedback and experiences. Here we focus on the potential effects of course grades on the perceievd recognition and physics identity of students. We…
Many instructors choose to assess their students using open-ended written exam items that require students to show their understanding of physics by solving a problem and/or explaining a concept. Grading these items is fairly time…
Researchers have pinpointed recognition from others as one of the most important dimensions of students' science and engineering identity. Studies, however, have found gender biases in students' recognition of their peers, with inconsistent…
A simple model to help students see the connections between a physics course and their engineering major is described. "Bridging" had positive effects on performance, attitude, and motivation, as measured by grade analyses, surveys, and…
Problem solving is an integral part of any physics curriculum, and most physics instructors would likely agree that the associated learner competencies are best assessed by considering the solution path: not only the final solution matters,…
Model of active and collaborative learning applied in training specific subject makes clear advantage due to the goals of knowledge, enhanced activeness, skills that students got to develop successful future job. Studying and applying 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…
Computational thinking in physics has many different forms, definitions, and implementations depending on the level of physics, or the institution it is presented in. In order to better integrate computational thinking in introductory…
Several prior studies in introductory physics have found a gender gap on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity and Magnetism (CSEM) with male students performing better…
We present the impact on student self-efficacy of an introductory physics for life-science students course taught using a Team-Based Learning pedagogy. We measured self-efficacy using the validated quantitative Sources of Self-Efficacy in…
This article quantitatively examines the effects that different incentives have on students' homework completion rates in introductory physics courses at the United States Air Force Academy. Our data suggest that no more than 10-15% of the…