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Students in inquiry science classrooms face an essential tension between sharing new ideas and critically evaluating those ideas. Both sides of this tension pose affective risks that can discourage further discussion, such as the…

In collaborative small-group work, physics students need to both manage social conflict and grapple with conceptual and epistemological differences. In this paper, we document several outlets that students use as tools for managing social…

In teacher professional development (PD), grouping teachers with varying levels of experience can be a productive and empowering way to stimulate the exchange and co-generation of content and pedagogical knowledge. However, less experienced…

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…

As educators we often ask our physics students to work in groups---on tutorials, during in-class discussions, and on homework, projects, or exams. Researchers have documented the benefits of group work for students' conceptual mastery and…

Through a case study, we demonstrate that teachers can tacitly notice student epistemic framing, and that this noticing can prompt instructor action which tips student framing. Our study is based on video data taken during tutorial sections…

The ability to emotionally or intellectually understand another person's thoughts and feelings-empathy-can foster critical connections that facilitate learning and collaboration. We present a case study of physics faculty that examines…

As research-based self-paced e-learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we discuss the effectiveness of…

English Language Learners (ELLs) are frequently left on the periphery of classroom interactions. Due to misalignment of language skills, teachers and peers communicate with these students less often, decreasing the number of opportunities…

Questions of participant understanding of the nature of an activity have been addressed in anthropology and sociolinguistics with the concepts of frames and framing. For example, a student may frame a learning activity as an opportunity for…

Distance education has expanded significantly over the last decade, but the natural sciences have lagged in the implementation of this instructional mode. The abrupt onset of the COVID-19 pandemic left educational institutions scrambling to…

Upper-division physics students spend much of their time solving problems. In addition to their basic skills and background, their epistemic framing can form an important part of their ability to learn physics from these problems.…

Researchers in physics education have advocated both for including modeling in science classrooms as well as promoting student engagement with sensemaking. These two processes facilitate the generation of new knowledge by connecting to…

We discuss the development of interactive video tutorial-based problems to help introductory physics students learn effective problem solving heuristics. The video tutorials present problem solving strategies using concrete examples in an…

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…

Many physics instructors aim to support student sensemaking in their classrooms. However, this can be challenging since instances of sensemaking tend to be short-lived, with students often defaulting to approaches based on answer-making or…

Physics students can encounter difficulties in physics problem solving as a result of failing to use knowledge that they have but do not perceive as relevant or appropriate. In previous work the authors have demonstrated that some of these…

Instructors and researchers think "thinking like a physicist" is important for students' professional development. However, precise definitions and observational markers remain elusive. We reinterpret popular beliefs inventories in physics…

In a distance learning context, providing usual communication tools (forum, chat, ...) is not always enough to create efficient interactions between learners and to favour collective knowledge building. A solution consists in setting-up…

This work examines student meaning-making in undergraduate physics problem-solving. We use a social semiotic perspective to sketch a theoretical framework. The social semiotic approach focuses on all types of meaning-making practices that…