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Students' attitudes and approaches to problem solving in physics can greatly impact their actual problem solving practices and also influence their motivation to learn and ultimately the development of expertise. We developed and validated…
An analysis of longitudinal student Physics practicals data over a period of three semesters is conducted. In particular, we study the association of the gender of students and their Physics practicals marks in mechanics, thermodynamics,…
This study utilizes a sociocultural interpretation of Self-Determination Theory to better understand the role that learning contexts play in generating student motivation, engagement, and identity. By drawing on previous motivation research…
Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments…
Computation is a central aspect of 21st century physics practice; it is used to model complicated systems, to simulate impossible experiments, and to analyze mountains of data. Physics departments and their faculty are increasingly…
We review the literature on the gender gap on concept inventories in physics. Across studies of the most commonly used mechanics concept inventories, the Force Concept Inventory (FCI) and Force and Motion Conceptual Evaluation (FMCE), mens…
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…
This study explores student attitudes to the use of substantive on-line assessments that require mathematical answers. Our goal is to learn what are the important aspects in a design of more effective e-assessments that support learning of…
The traditional pedagogical paradigm in physics is based on a deductive approach. However, with the recent advances in information technology, we are facing a dramatic increase in the amount of readily available information; hence, the…
Gaining recognition as a physics person by peers is an important contributor to undergraduate students' physics identity and their success in physics courses. Previous research has separately demonstrated that women perceive less…
This study examines whether including more contextual information in data analysis could improve our ability to identify the relation between students' online learning behavior and overall performance in an introductory physics course. We…
The effect of class size on student learning has numerous policy implications and has been a major subject of conversation and research for decades. Despite this, few studies have been done on class size in the context of university…
The theme of the World Conference on Physics Education 2012 is "Context, Culture, and Representations." In this talk I present a brief outline of a theoretical framework that allows us to discuss these issues using a model based in…
Grades provide students with their primary performance feedback: signals which affect academic choices. Variations in grading practice among courses impose grade penalties (and bonuses) on students who take them. These grade penalties are…
This study presents a systematic approach for converting qualitative data into quantitative parameters within a system dynamics (SD) framework, focusing on modeling engineering student engagement. Although SD typically relies on numerical…
We designed three color-coding schemes to identify related information across representations and to differentiate distinct information within a representation in slide-based instruction for calculus-based introductory mechanics. We found…
We describe how graduate students categorize introductory mechanics problems based on the similarity of their solutions. Graduate students were asked at the end of a teaching assistant training class to categorize problems from their own…
Integrating computation into physics teaching is a curricular move that, at present, has been predominately studied for its cognitive impacts. However, if this modality of instruction shifts how students engage with physics, we argue there…
A common learning goal for modern physics instructors is for students to recognize a difference between the experimental uncertainty of classical physics and the fundamental uncertainty of quantum mechanics. Our prior work has shown that…
Physics education research has used quantitative modeling techniques to explore learning, affect, and other aspects of physics education. However, these studies have rarely examined the predictive output of the models, instead focusing on…