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Classroom response systems (CRSs) can be potent tools for teaching physics. Their efficacy, however, depends strongly on the quality of the questions used. Creating effective questions is difficult, and differs from creating exam and…
Extreme-scale scientific applications can be more vulnerable to soft errors (transient faults) as high-performance computing systems increase in scale. The common practice to evaluate the resilience to faults of an application is random…
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…
The Learning Assistant (LA) model supports instructors in implementing research-based teaching practices in their own courses. In the LA model, undergraduate students are hired to help facilitate research-based collaborative-learning…
Student attitudes and approaches to problem solving can impact how well they learn physics. Prior research in the US using a validated Attitude and Approaches to Problem Solving (AAPS) survey suggests that there are major differences…
Dynamics problem solving is highly specific to the problem at hand and to develop the general mind framework to become an effective problem solver requires ingenuity and creativity on top of a solid grounding on theoretical and conceptual…
Historically, the implementation of research-based assessments (RBAs) has been a driver of educational change within physics and helped motivate adoption of interactive engagement pedagogies. Until recently, RBAs were given to students…
This paper describes our large reformed introductory physics course at UC Davis, which bioscience students have been taking since 1996. The central feature of this course is a focus on sense-making by the students during the five hours per…
Laboratory courses represent a unique and potentially important component of the undergraduate physics curriculum, which can be designed to allow students to authentically engage with the process of experimental physics. Among other…
This study investigates differences in student participation rates between in-class and online administrations of research-based assessments. A sample of 1,310 students from 25 sections of 3 different introductory physics courses over two…
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,…
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…
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…
The effect of class size on student learning has numerous policy implications and has been a major subject of conversation and research for decades. Despite this, few studies have been done on class size in the context of university…
Physics education research has probed for the relevance of physics in students' everyday lives. Attitudinal and epistemological surveys have asked students if they think of or use physics in their daily lives. We have previously documented…
In this paper we put forth a model for physics course reform that uniquely uses proven, research-based active learning strategies to help students improve their physics knowledge and problem-solving skills. In this study, we compared the…
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…
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'…
When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be…
Gender representation in the physical sciences remains inequitable and continues to lag behind other fields. Even though there exists adequate documentation regarding programmatic postures and innovations, difficulties persist within the…