相关论文: Becoming a Physicist: The Roles of Research, Minds…
As part of a longitudinal study into identity development in upper-level physics students, we used a phenomenographic research method to examine students' perceptions of what it means to be a physicist. The results revealed four different…
Learning to think like a physicist (LTP) is often cited as a central goal of graduate physics education, yet what this means in practice and the extent to which physics graduate education prepares students to develop LTP and view LTP as…
Increasingly, the physics community is attending to issues of equity, diversity, and inclusion, both in language and action. We are more publicly recognizing our individual responsibilities as physicists to address social injustice and…
Too often, physics students are beset by feelings of failure and isolation rather than experiencing the creative joys of discovery that physics has to offer. This dissertation research was founded on the desire of a teacher to make physics…
As more neurodivergent students enter college, discussion on neurodiversity in higher education is gaining momentum. It is increasingly imperative that we understand how neurodivergent individuals construct their identities within the…
We present two programs that address needs to better prepare graduate students for their roles as professional physicists, particularly in the areas of teaching and education research. The two programs, Preparing Future Physicists (PFP) and…
Physicists and physics students have been studied with respect to the variation in ways they expound on their topic of research and a physics problem, respectively. A phenomenographic approach has been employed; six fourth-year physics…
With an investigation into how students in a physics Master of science program make sense of their whole first year study experience in one of the years following a programme reform, we try to offer insights and advice to consider when…
We use the theories of identity statuses and communities of practice to describe three different case studies of students finding their paths through undergraduate physics and developing a physics subject-specific identity. Each case study…
We address the question "How do students make sense of Physics from the point of view of constituting physics knowledge?". A phenomenographic study is described as a result of which we present six qualitatively different ways in which…
Diversity has an important, multifaceted role in the success of education. I have used a corpus analysis of the first ten years of Physical Review Physics Education Research to investigate the diversity, broadly defined, of physics…
Historically, physics has been a predominantly male field, with previous literature showing there is little diversity amongst U.S. physics students at the undergraduate and graduate levels. Recent research indicates that the lack of…
Physics outreach programs provide a critical context for informal experiences that promote the transition from new student to contributing physicist. Prior studies have suggested a positive link between participation in informal physics…
In this investigation, we analyzed individual interviews with six female undergraduate physics majors at a large, public, research university in the US to understand their progression at different transition points to becoming physicists.…
The importance of science beliefs such as self-efficacy, interest, identity, sense of belonging, perceived recognition and effectiveness of peer interaction in science education has been increasingly recognized in recent years. Here, we use…
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…
The gap between theory and practice is well-documented in educational research. Physics teachers' willingness to apply research findings in practice may be influenced by a sceptical attitude towards science education research. This study…
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…
Misconception is the difference between a student's idea and his scientific concept. Physics learning needs to be designed by teachers to minimize misconceptions. Different diagnostic tools have been developed and used by researchers to…
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.…