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Extensive research has demonstrated that active learning methods are more effective than traditional lecturing at improving student conceptual understanding and reducing failure rates in undergraduate physics courses. Researchers have…
Instructors in introductory physics courses often use labs and demonstrations to reinforce that the physics equations introduced in lectures and textbooks describe what actually happens in the real world. The surface features and…
Student engagement plays a vital role in academic success with high engagement often linked to positive educational outcomes. Traditionally, student engagement is measured through self-reports, which are both labour-intensive and not…
Contribution: A flipped classroom approach to teaching empirical software engineering increases student learning by providing more time for active learning in class. Background: There is a need for longitudinal studies of the flipped…
A simple model to help students see the connections between a physics course and their engineering major is described. "Bridging" had positive effects on performance, attitude, and motivation, as measured by grade analyses, surveys, and…
The Energy and Momentum Conceptual Survey (EMCS) is a multiple-choice survey that contains conceptual problems involving a variety of energy and momentum concepts covered in a typical introductory physics course for science and engineering…
The flipped classroom model has been widely acknowledged as a practical pedagogical approach to enhancing student engagement and learning. However, it faces challenges such as improving student interaction with learning content and peers,…
We present a model for competency-based grading for calculus-based introductory physics that encourages students to obtain proficiency with all course content. By allowing students to continually improve their proficiency with skills and…
We report on seven years of attitudinal data using the Colorado Learning Attitudes about Science Survey from University Modeling Instruction (UMI) sections of introductory physics at Florida International University. This work expands upon…
There is a significant underrepresentation of women in many Science, Technology, Engineering, and Mathematics (STEM) majors and careers. Prior research has shown that self-efficacy can be a critical factor in student learning, and that…
Including real-time data collection technology is a common practice to upgrade physics labs, and the assumption is such technology improves student learning, yet little has been done to demonstrate the effects of technology. Specific…
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'…
This article outlines a comprehensive redesign of an introductory physics laboratory course aimed at promoting active student engagement, enhancing scientific experimental skills and the development of expert-like attitudes. The redesign…
Collaboration with peers both inside and outside the classroom can be an invaluable tool for helping students learn physics. We investigated the impact of peer collaboration on learning physics by examining the characteristics of women and…
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…
A recent paper by Salehi et al. claims that the differences found between major demographic groups on scores in introductory college physics tests are due to differences in pre-college preparation. No evidence is produced, however, to show…
Researchers have pinpointed recognition from others as one of the most important dimensions of students' science and engineering identity. Studies, however, have found gender biases in students' recognition of their peers, with inconsistent…
Taking notes during lectures is one of the required skills, among many others, that students need (i) to master the topic covered in the lecture, (ii) to actively engage in the learning process with minimal to no distractions, (iii) to…
Test anxiety is beginning to be recognized as a significant factor affecting student performance in science, technology, engineering, and mathematics (STEM) courses, potentially contributing to gender inequity within these fields.…
We assessed changes in calculus proficiency and calculus self-efficacy in a second semester course of introductory physics focused on electricity and magnetism. While all students demonstrated an increase in calculus proficiency, including…