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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…

Traditional tests are not effective tools for diagnosing the content and structure of students' knowledge of physics. As a possible alternative, a set of term-association tasks (the "ConMap" tasks) was developed to probe the…

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…

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…

What kind of problem-solving instruction can help students apply what they have learned to solve the new and unfamiliar problems they will encounter in the future? We propose that mathematical sensemaking, the practice of seeking coherence…

Understanding the mechanisms of student sensemaking while navigating the physics problem-solving process can play an important role in developing approaches to helping students become proficient problem solvers. Since most prior studies on…

Several reports in education have called for transforming physics learning environments by promoting sensemaking of real-world scenarios in light of curricular ideas. Recent advancements in Generative-Artificial Intelligence has garnered…

One of the most vital cognitive skills to possess is the ability to make sense of objects, events, and situations in the world. In the current paper, we offer an approach for creating artificially intelligent agents with the capacity for…

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 hope of many physics educators and researchers is that students leave the course with a stronger sense that physics is relevant to them than when they entered the course. Multiple survey measures have attempted to measure shifts in…

Physics education researchers have argued that authentic physics education includes computation as part of a physics student's training, and many parties have made efforts towards this goal. However, most research on this teaching modality…

We discuss the development, implementation, and assessment of a course for science undergraduates designed to help them develop an awareness and a deeper appreciation of the intellectual demands of physics teaching. The course focused on…

Physics makes powerful use of mathematics, yet the way this use is made is often poorly understood. Professionals closely integrate their mathematical symbology with physical meaning, resulting in a powerful and productive structure. But…

Calls to transform introductory college physics courses to include scientific practices require assessments that can measure the extent to which these transformations are effective. Such assessments should be able to measure students'…

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…

In this note we report on an implementation of discovery-oriented problems in courses on Real Analysis and Differential Equations. We explain a type of task-design that gives students the opportunity to conjecture, refute and prove. What is…

When a student is asked to perform a given task, her subjective estimate of the difficulty of that task has a strong influence on her performance. There exists a rich literature on the impact of perceived task difficulty on performance and…

The ability to express scientific concepts in mathematical terms and integrate scientific and mathematical reasoning about a phenomenon is a foundational cognitive process involved in scientific thinking. This process called blended…

Systematic observations of student gestures can not only fill in gaps in students' verbal expressions, but can also offer valuable information about student ideas, including their source, their novelty to the speaker, and their construction…

Blended mathematical sensemaking in science (MSS) involves deep conceptual understanding of quantitative relationships describing scientific phenomena. Previously we developed the cognitive framework describing proficiency in MSS across…