Related papers: Comparing student performance on a multi-attempt a…
In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred and…
In this companion paper, we explore the use of isomorphic problem pairs (IPPs) to assess introductory physics students' ability to solve and successfully transfer problem-solving knowledge from one context to another in mechanics. We call…
In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred and…
This paper explores using large isomorphic problem banks to overcome many challenges of traditional exams in large STEM classes, especially the threat of content sharing websites and generative AI to the security of exam items. We first…
Investigations related to expertise in problem solving and ability to transfer learning from one context to another are important for developing strategies to help students perform more expert-like tasks. Here we analyze written responses…
Traditional synchronous STEM assessments face growing challenges including accessibility barriers, security concerns from resource-sharing platforms, and limited comparability across institutions. We present a framework for generating and…
We discuss the effect of administering conceptual and quantitative isomorphic problem pairs (CQIPP) back to back vs. asking students to solve only one of the problems in the CQIPP in introductory physics courses. Students who answered both…
When deploying online homework in physics courses, an important consideration is how many attempts should be allowed in order to solve numerical free-response problems. While on the one hand, the maximum number of attempts should be large…
Traditional problem-based exams are not efficient instruments for assessing the "structure" of physics students' conceptual knowledge or for providing diagnostically detailed feedback to students and teachers. We present the Free Term Entry…
We examined how introductory physics students' attitudes and approaches to problem solving compare to those of introductory astronomy students, using a previously validated survey, the Attitudes and Approaches to Problem Solving (AAPS)…
Two-stage exams, which pair a traditional individual exam with a subsequent collaborative exam, are widely popular with both students and faculty for fostering deep engagement, collaboration, and immediate feedback. Over the last decade,…
Traditional tests are not effective tools for diagnosing the content and structure of students' knowledge of physics. As a possible alternative, a set of term-association tasks (the "ConMap" tasks) was developed to probe the…
Development of conceptual multiple-choice tests related to a particular physics topic is important for designing research-based learning tools to reduce the difficulties. We explore the difficulties that the advanced undergraduate and…
Traditional high-stakes summative assessments--timed, in-class exams accounting for a large percentage of the term's overall grade--have often received criticism from the educational community. Such assessments tend to prize a particular…
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…
Student performance of virtual introductory physics class (calculus-based mechanics) is analyzed. A fully web-enhanced class was done synchronously. The analysis is done in two categories, averaging all mid-exams (or chapter exams) and…
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.…
Incorporating computer programming exercises into introductory physics is a delicate task that involves a number of choices that may have an effect on student learning. We present a "hybrid" approach that speaks to a number of common…
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…
Very little is known about how the nature of expertise in introductory and advanced courses compares in knowledge-rich domains such as physics. We develop a framework to compare the similarities and differences between learning and patterns…