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Technological innovation is an important aspect of teaching and learning in the 21st century. This article examines faculty attitudes toward technology use in the classroom at one regional public university in the United States. Building on…
Although most teachers acknowledge the importance of taking investigative approached in students' science learning experiences, implementing them in high-school classes can be challenging for teachers. In this work, we analyzed data from…
In the early stages of the design process, designers explore opportunities by discovering unmet needs and developing innovative concepts as potential solutions. From a human-centered design perspective, designers must develop empathy with…
Physics faculty care about their students learning physics content. In addition, they usually hope that their students will learn some deeper lessons about thinking critically and scientifically. They hope that as a result of taking a…
Empathy is fundamental to human interactions, yet it remains unclear whether embodied agents can provide human-like empathetic support. Existing works have studied agents' tasks solving and social interactions abilities, but whether agents…
Studies on physics identity have shown that it is one of the main factors that can predict a person's persistence in the field; therefore, studying physics identity is critical to increase diversity within the field of physics and to…
Recruiting and retaining highly qualified physics and physical science teachers is critical for maintaining America's global competitiveness. Unfortunately, only one third of the high school teachers in physics have a degree in physics and…
The persistent underrepresentation of women and other gender minorities in physical science fields has been an ongoing concern. This study investigates gender dynamics in introductory physics laboratory courses, focusing on whether students…
Developing expertise in physics requires appropriate integration and assimilation of physics and mathematics. Instructors and students often describe physics courses in terms of their emphasis on conceptual and quantitative problem-solving.…
The theme of the World Conference on Physics Education 2012 is "Context, Culture, and Representations." In this talk I present a brief outline of a theoretical framework that allows us to discuss these issues using a model based in…
The ability to construct, use, and revise models is a crucial experimental physics skill. Many existing frameworks describe modeling in science education at introductory levels. However, most have limited applicability to the context of…
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…
A considerable share of the literature on physics education and on education more broadly focuses on the principles which should guide the design of courses and of classroom activities. In this short article I wish to place more attention…
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…
Physics Education Research (PER) practitioners have engaged in substantial curriculum development and dissemination work in recent years. Yet, it appears that this work has had minimal influence on the fundamental teaching practices of…
This work reports on results from the first national study of the impact of student facilitation of informal physics outreach programs on their physics identity, sense of belonging, and essential career skill development. Drawing on results…
Much work in physics education research (PER) characterizes faculty teaching practice in terms of whether faculty use specific named PER-based teaching methods, either with fidelity or with adaptation; we call this research paradigm the…
This work examines how experiences in one disciplinary domain (biology) can impact the relationship a student builds with another domain (physics). We present a model for disciplinary relationships using the constructs of identity, affect,…
This work explores a group learning scenario with an autonomous empathic robot. We address two research questions: (1) Can an autonomous robot designed with empathic competencies foster collaborative learning in a group context? (2) Can an…
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…