Related papers: Creating a More Equitable Introductory Physics Cla…
Most science classes and in particular Physics are delivered through traditional teaching methods. More specifically, in the traditional stand-and-deliver lecture, the information was transmitted unilaterally from the teacher to the student…
The method of images (MoI) is a valuable technique for solving certain electrostatic boundary value problems consisting of charge density near conductor(s). We developed and validated an inquiry-based tutorial on MoI to help students learn…
Self-reflection on learning experiences constitutes a fundamental cognitive process, essential for the consolidation of knowledge and the enhancement of learning efficacy. However, traditional methods to facilitate reflection often face…
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers due to its effects on…
Research suggests that interacting with more peers about physics course material is correlated with higher student performance. Some studies, however, have demonstrated that different topics of peer interactions may correlate with their…
Group work is commonly adopted in university science laboratories. However, student small-group discourse in university science labs is rarely investigated. We aim to bridge the gap in the literature by characterizing student discourse…
Many Physics Education Researchers have discussed the positive correlation between students' incoming mathematics skills and performance in their physics classes. Thus, in order to strengthen their performance gains in their physics…
We discuss the clusters of resources that emerge when upper-division students write about electromagnetic fields in linear materials. The data analyzed for this paper comes from students' written tests in an upper-division electricity and…
High-stakes exams play a large role in determining an introductory physics student's final grade. These exams have been shown to be inequitable, often to the detriment of students identifying with groups historically marginalized in…
In active engagement physics classrooms, students get opportunities to make sense of physics together through discussion. They do not always take up these opportunities, in part because of the risk of sharing their ideas and having them…
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,…
Physics is considered as one of the most prevailing and problematic subjects by the students in the realm of science. Students perceived physics as a difficult subject during high school days and become more evasive when they reach college.…
We use the Survey of Thermodynamic Processes and First and Second Laws-Long (STPFaSL-Long), a research-based survey instrument with 78 items at the level of introductory physics, to investigate introductory and advanced students'…
The general problem of effectively using interactive engagement in non-introductory physics courses remains open. We present a three-year study comparing different approaches to lecturing in an intermediate mechanics course at the Colorado…
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…
Student beliefs in introductory physics courses can influence their course outcomes and retention in STEM disciplines and future career aspirations. This study used survey data from 501 students in the first of two-semester algebra-based…
Previous research has found that introductory physics students perform far better on numeric problems than on otherwise equivalent symbolic problems. This paper describes a framework to explain these differences developed by analyzing…
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…
Many physics instructors aim to support student sensemaking in their classrooms. However, this can be challenging since instances of sensemaking tend to be short-lived, with students often defaulting to approaches based on answer-making or…
Physics outreach programs provide a critical context for informal experiences that promote the transition from new student to contributing physicist. Prior studies have suggested a positive link between participation in informal physics…