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Multiple external representations (MERs) and personalized feedback support physics learning, yet evidence on how personalized feedback can effectively integrate MERs remains limited. This question is particularly timely given the emergence…
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…
Despite the large body of research showing that students in STEM classes at all levels learn better via active learning than they do via lecture, post-secondary physics and astronomy (P&A) faculty members continue to primarily use…
Even though there has been a tremendous amount of research done in how to help students learn physics, students are still coming away missing a crucial piece of the puzzle: why bother with physics? Students learn fundamental laws and how to…
We examine the relationship between homework completion and exam performance for students having different physics aptitudes for five different semesters of an introductory electricity and magnetism course. In our analysis, we plot exam…
The rising demand for higher education has led universities to offer courses in multiple formats, including Intensive Instruction Courses (IICs), to meet the needs of a diverse student body. While active teaching methods improve physics…
Physics in schools is distinctly different from, and struggles to capture the excitement of, university research-level work. Initiatives where students engage in independent research linked to cutting-edge physics within their school over…
A survey of 722 physics faculty conducted in 2008 found that many physics instructors had knowledge of research-based instructional strategies (RBISs), were interested in using more, but often discontinued use after trying. Considerable…
Taking notes during lectures is one of the required skills, among many others, that students need (i) to master the topic covered in the lecture, (ii) to actively engage in the learning process with minimal to no distractions, (iii) to…
This article describes an undergraduate physics module at a university in England that places year 3 student physicists in secondary school classrooms for a semester. This is done as a way of introducing them to the occupation of secondary…
The scope of this paper was to find out how the students in Computer Science perceive different teaching styles and how the teaching style impacts the learning desire and interest in the course. To find out, we designed and implemented an…
The study reported in this paper, examines the effects of a rigorously designed introduction of Twitter in the educational process. In specific, it examines the relation between the students use of Twitter in the context of well-organized…
As AI increasingly enters the classroom, what changes when students collaborate with algorithms instead of peers? We analyzed 36 undergraduate students learning graph theory through peer collaboration (n=24) or AI assistance (n=12), using…
There is a significant underrepresentation of women in many Science, Technology, Engineering, and Mathematics (STEM) majors and careers. Prior research has shown that self-efficacy can be a critical factor in student learning, and that…
The impact of inquiry-based instruction on the improvement of content knowledge of electricity and wave properties in two studies was the subject of this investigation. Groups of pre-college and undergraduate students performed a series of…
This study investigated whether and how Learning Assistant (LA) support is linked to student outcomes in Physics courses nationwide. Paired student concept inventory scores were collected over three semesters from 3,753 students,…
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.…
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…
Gaining recognition as a physics person by peers is an important contributor to undergraduate students' physics identity and their success in physics courses. Previous research has separately demonstrated that women perceive less…
Following the emergence of COVID-19 in Spring 2020, undergraduate in-person physics laboratory courses at a R1 public university were adapted for remote learning to accommodate the subsequent campus closure. Video lectures and web-based…