Related papers: Creating a More Equitable Introductory Physics Cla…
Students' curiosity often seems nearly nonexistent in a lecture setting; we discuss a variety of possible reasons for this, but it is the instructor who typically poses questions while only a few students, usually the better ones, respond.…
The use of new technologies in higher education has surprisingly emphasized students' tendency to adopt a passive behavior in class. Participation and interaction of students are essential to improve academic results. This paper describes…
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…
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…
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…
The authors use an action research (AR) approach in a collegiate studio physics class to investigate the power of partnerships via conferences as they relate to issues of establishing a student/mentor rapport, empowering students to reduce…
The current work aims to better understand student course experiences for those who reported negative perceptions in introductory physics. We conducted semi-structured interviews with 24 students who reported negative perceptions of their…
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…
As research-based self-paced e-learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we discuss the effectiveness of…
At large institutions of higher education, students frequently have a choice whether to attend the introductory physics sequence asynchronously online, on-site in a traditional lecture-setting, or in a reformed studio setting. In this…
There is some evidence that conceptual inquiry-based introductory physics lab curricula, such as RealTime Physics, may improve students' understanding of physics concepts. Thus, these curricula may be attractive for instructors who seek to…
Logic is one of the most male-dominated areas within the already hugely male-dominated subject of philosophy. Popular hypotheses for this disparity include a preponderance of confident, mathematically-minded male students in the classroom,…
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…
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.…
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…
Through in-class observations of teaching assistants (TAs) and students in the lab sections of a large introductory physics course, we study which TA behaviors can be used to predict student engagement and, in turn, how this engagement…
We investigated physics students' learning experience and behaviour in a second-year laboratory by analyzing transcribed audio recordings of laboratory sessions. One student group was given both a problem and procedure and asked to analyze…
English Language Learners (ELLs) are frequently left on the periphery of classroom interactions. Due to misalignment of language skills, teachers and peers communicate with these students less often, decreasing the number of opportunities…
Instructional labs are being transformed to better reflect authentic scientific practice, often by removing aspects of pedagogical structure to support student agency and decision-making. We explored how these changes impact men's and…
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…