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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…

We investigated physics students' learning experience and behaviour in a second-year laboratory by analyzing transcribed audio recordings of laboratory sessions. One student group was given both a problem and procedure and asked to analyze…

Even though there has been a tremendous amount of research done in how to help students learn physics, students are still coming away missing a crucial piece of the puzzle: why bother with physics? Students learn fundamental laws and how to…

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…

This research investigate that science process skills significantly improve after doing some practicum activities. The research population are fifth semester physics education students and the research sample are fifth semester physics…

Many instructors choose to assess their students using open-ended written exam items that require students to show their understanding of physics by solving a problem and/or explaining a concept. Grading these items is fairly time…

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'…

An assumed attribute of expert physicists is that they learn readily from their own mistakes. Experts are unlikely to make the same mistakes when asked to solve a problem a second time, especially if they have had access to a correct…

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 investigated the common difficulties that students have with concepts related to rotational and rolling motion covered in the introductory physics courses. We compared the performance of calculus- and algebra-based introductory physics…

This paper describes the development of a new university physics course designed to integrate physics, education, research, and community partnerships. The coordinated system of activities links the new course to local community efforts in…

Our recent study showed that two lab courses, whose goals were exclusively to reinforce material developed in the lecture courses, do not have any impact on exam performance at the 1% level. In this study, we replicated this analysis with a…

The University of Maryland Physics Education Research Group (UMd-PERG) carried out a five-year research project to rethink, observe, and reform introductory algebra-based (college) physics. This class is one of the Maryland Physics…

The current work aims to better understand student course experiences for those who reported negative perceptions in introductory physics. We conducted semi-structured interviews with 24 students who reported negative perceptions of their…

A large body of research shows that using interactive engagement pedagogy in the introductory physics classroom consistently results in significant student learning gains; however, with a few exceptions, those learning gains tend not to be…

Through in-class observations of teaching assistants (TAs) and students in the lab sections of a large introductory physics course, we study which TA behaviors can be used to predict student engagement and, in turn, how this engagement…

As part of a larger study to understand instructors' considerations regarding the learning and teaching of problem solving in an introductory physics course, we investigated beliefs of first-year graduate teaching assistants (TAs) regarding…

The modeling theory of instruction is widely applied and highly successful in high-school instruction, and seldom in university physics. One reason is lack of familiarity with models in the physics classroom. Ongoing curriculum development…

Physics Education Research has shown that the active methodologies are better than traditional methodologies, the most popular are PODS and PI. However, there are three problems that blur their effectiveness: first, the pre and post-test do…

A central goal of Introductory Physics for the Life Sciences (IPLS) is to prepare students to use physics to model and analyze biological situations, a skill of increasing importance for their future studies and careers. Here we report our…