Related papers: Relative benefits of different active learning met…
In this paper, we describe how we transformed our large-enrollment introductory physics sequence for life-science students to a Lecture/Studio format and aligned the physics concepts with authentic biological applications. We have reformed…
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…
We investigate the dynamics of student behaviors (posture, gesture, vocal register, visual focus) and the substance of their reasoning during collaborative work on inquiry-based physics tutorials. Scherr has characterized student activity…
We describe the evolution of a personal non-lecture active learning pedagogy developed in numerous courses at all university levels. A distinguishing feature is its tight integration of pre-class preparation, involving student…
Acquiring the mathematical, conceptual, and problem-solving skills required in university-level physics courses is hard work, and the average student often lacks the knowledge and study skills they need to succeed in the introductory…
Adaptive learning systems can produce substantial learning gains, yet many students engage for too brief or too superficial a period to benefit. A central obstacle is measuring effort. Effort during multi-step problem solving is rarely…
There are compelling reasons to shift our pedagogy toward evidence-based active learning methods that substantially improve student success, and now plenty of resources to aid in that shift. These include the recent CBMS Statement on Active…
This paper presents a platform called RiPPLE (Recommendation in Personalised Peer-Learning Environments) that recommends personalized learning activities to students based on their knowledge state from a pool of crowdsourced learning…
In this classroom-based action-research project, I compared the following two approaches to check their effectiveness in helping students overcome physics misconceptions: Inducing cognitive dissonance or gradually building on students'…
While the positive outcomes of undergraduate research experiences (UREs) have been extensively categorized, the mechanisms for those outcomes are less understood. Through lightly structured focus group interviews, we have extracted the…
The traditional approach to studying student understanding presents a question and uses the student answers to make inferences about their knowledge. However, this method does not capture the range of possible alternative ideas available to…
Physics-informed neural networks (PINNs) have recently become a powerful tool for solving partial differential equations (PDEs). However, finding a set of neural network parameters that lead to fulfilling a PDE can be challenging and…
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…
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…
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 method of images (MoI) is a valuable technique for solving certain electrostatic boundary value problems consisting of charge density near conductor(s). We developed and validated an inquiry-based tutorial on MoI to help students learn…
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 describe a study in which introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into the "Peer Reflection" (PR) group and the…
Continual learning (CL) remains a significant challenge for deep neural networks, as it is prone to forgetting previously acquired knowledge. Several approaches have been proposed in the literature, such as experience rehearsal,…
This paper presents a novel approach to active learning that takes into account the non-independent and identically distributed (non-i.i.d.) structure of a clinical trial setting. There exists two types of clinical trials: retrospective and…