Related papers: Do evidence-based active-engagement courses reduce…
We present the impact on student self-efficacy of an introductory physics for life-science students course taught using a Team-Based Learning pedagogy. We measured self-efficacy using the validated quantitative Sources of Self-Efficacy in…
Engaging in meaningful collaborations with peers, both inside and outside the classroom, can greatly enhance students' understanding of physics and other STEM disciplines. We analyzed the characteristics of women and men who typically…
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.…
This article quantitatively examines the effects that different incentives have on students' homework completion rates in introductory physics courses at the United States Air Force Academy. Our data suggest that no more than 10-15% of the…
Recently, there has been increased attention to improving laboratory instruction at all levels. At the introductory level, research results have shown differing levels of success based on the nature of the desired learning outcomes. In…
Several years ago I reported a survey (Hake 1998a,b,c) of pre/post test data for 62 introductory physics courses enrolling a total of 6542 students. The present article provides a summary of that survey and presents fourteen lessons from…
Project Based Learning (PBL), recognized as an active learning strategy, has been linked to self efficacy of student in prior studies, including those within Physics Education Research. Meanwhile, technological advancements have…
Perceptions of disciplinary recognition and identity can be shaped by various forms of feedback and experiences. Here we focus on the potential effects of course grades on the perceievd recognition and physics identity of students. We…
This review article provides an overview of research on the topic of gender equity in educational physics labs. As many institutions and instructors seek to evolve or transform physics lab learning, it is important that changes are made…
We report results from a study designed to identify links between undergraduate students' views about experimental physics and their engagement in multiweek projects in lab courses. Using surveys and interviews, we explored whether students…
An active learning physics course (treatment) was re-organized in an attempt to increase students' problem solving abilities. This re-organized course covered all of the relevant concepts in the first 6 weeks with the final 4 weeks spent in…
EBI is a further education establishment which provides education in applied industrial biology at level of MSc engineering degree. Fluid mechanics at EBI was considered by students as difficult who seemed somewhat unmotivated. In order to…
We address previous hypotheses about possible factors influencing the gender gap in attainment in physics. Specifically, previous studies claim that male advantage may arise from multiple-choice style questions, and that scaffolding may…
In a recent report, the American Association of Physics Teachers has developed an updated set of recommendations for curriculum of undergraduate physics labs.1 This document focuses on six major themes: constructing knowledge, modeling,…
Historically, the implementation of research-based assessments (RBAs) has been a driver of education change within physics and helped motivate adoption of interactive engagement pedagogies. Until recently, RBAs were given to students…
In a previous study, students' self-expressed learning orientations towards an exercise centered on self-monitoring one's ability to solve a pre-lab physics problem were identified from a post-test feedback survey given to an introductory…
In the context of higher education's evolving dynamics post-COVID-19, this paper assesses the impact of new pedagogical incentives implemented in a first-year undergraduate computing module at University College London. We employ a mixed…
We have previously described the reformed introductory physics course, Collaborative Learning through Active Sense-Making in Physics (CLASP), for bioscience students at a large public research one university (Original University) and…
Despite the large body of research showing that students in STEM classes at all levels learn better via active learning than they do via lecture, post-secondary physics and astronomy (P&A) faculty members continue to primarily use…
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…