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This study was investigated to understand the in-depth features and processes of physicists' scientific inquiries. At first, research motives were investigated by interviewing six physicists who were prominent worldwide. As a result, three…
A survey was developed to probe student understanding of quantum mechanics at the beginning of graduate instruction. The survey was administered to 202 physics graduate students enrolled in first-year quantum mechanics courses from seven…
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 describes five common student misconceptions about succeeding in college-level Physics courses: the miracle finish, the soft hearted professor, an extension of high school, weak areas won't be tested, and passing is more…
University students taking introductory physics are generally successful executing mathematical procedures in context, but often struggle with the use of mathematical concepts for sense making. Physics instructors note that their students…
A variety of activities are commonly used in college physics courses including lab, tutorials, and studio curricula. Instructors must choose among using research-based activities, designing their own activities or modifying existing…
The observed performance difference between women and men on assessments in physics---the "gender gap"---is a significant and persistent inequity which has broad implications for the participation of women in physics. Research also shows…
Joining a research group is one of the most important events on a graduate student's path to becoming an independent physics researcher and earning a PhD. However, graduate students' perspectives on the experience of finding a research…
The increasing complexity of abstract concepts in physics education and the low level of students critical thinking skills demand innovative instructional strategies aligned with 21st century competencies. This study aims to analyze…
Students' beliefs about the extent to which meaningful others, including their peers, recognize them as a strong science student are correlated with their persistence in science courses and careers. Yet, prior work has found a gender bias…
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…
We have studied the impact of incoming preparation and demographic variables on student performance on the final exam in physics 1, the standard introductory, calculus-based mechanics course This was done at three different institutions…
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…
With this study we tried to investigate if male and female students have a different perception of scientific careers. At the end, we would like to be able to provide hints on how to intervene to correct the path that seems to naturally…
Open Source Software (OSS) projects offer valuable opportunities to train the next generation of software engineers while benefiting projects and society as a whole. While research has extensively explored student participation in OSS and…
In our previous work we reported on a linked-courses learning community for underrepresented groups in computer science, finding differences in attitudes and resource utilization between students in the community and other programming…
Collaboration among students is fundamental for knowledge building and competency development. Yet, the effectiveness of student collaboration depends on the extent that these interactions occur under conditions that favor commitment,…
The existence of gender differences in student performance on conceptual assessments and their responses to attitudinal assessments has been repeatedly demonstrated. This difference is often present in students' preinstruction responses and…
Since October 2010, the Chemistry-Biology Combined Major Program (CBCMP), an international course taught in English at Osaka University, has been teaching small classes (no more than 20 in size). We present data from the Force Concept…
Using 6 years of evaluation data we assess the medium- and long-term impacts upon a diverse range of students, teachers, and schools from participating in a programme of protracted university-mentored projects based in cutting-edge space…