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Preview: Recent Articles in Phys. Rev. ST Phys. Educ. Res.

Recent Articles in Phys. Rev. Phys. Educ. Res.



Recent articles in Physical Review Physics Education Research



Published: 2017-11-17T23:03:05+00:00

 



Impact of the second semester University Modeling Instruction course on students’ representation choices

2017-11-15T10:00:00+00:00

Author(s): Daryl McPadden and Eric Brewe

Modeling instruction in introductory physics increases the number and variety of representations that student use.

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[Phys. Rev. Phys. Educ. Res. 13, 020129] Published Wed Nov 15, 2017



Investigating undergraduate students’ ideas about the fate of the Universe

2017-11-10T10:00:00+00:00

Author(s): Mallory Conlon, Kim Coble, Janelle M. Bailey, and Lynn R. Cominsky

The fate of the Universe is still an open question for astronomers and thus is a good opportunity for instructors to help students learn about how scientists use evidence and theory to evaluate possibilities.

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[Phys. Rev. Phys. Educ. Res. 13, 020128] Published Fri Nov 10, 2017



Using lab notebooks to examine students’ engagement in modeling in an upper-division electronics lab course

2017-11-06T10:00:00+00:00

Author(s): Jacob T. Stanley, Weifeng Su, and H. J. Lewandowski

Model-based reasoning can be evaluated through an examination of students’ lab notebook entries.

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[Phys. Rev. Phys. Educ. Res. 13, 020127] Published Mon Nov 06, 2017



Peer assessment of student-produced mechanics lab report videos

2017-11-01T10:00:00+00:00

Author(s): Scott S. Douglas, John M. Aiken, Shih-Yin Lin, Edwin F. Greco, Emily Alicea-Muñoz, and Michael F. Schatz

Tracking and understanding changes in student peer assessment behavior during an introductory mechanics course.

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[Phys. Rev. Phys. Educ. Res. 13, 020126] Published Wed Nov 01, 2017



Graphical representations of data improve student understanding of measurement and uncertainty: An eye-tracking study

2017-10-31T10:00:00+00:00

Author(s): Ana Susac, Andreja Bubic, Petra Martinjak, Maja Planinic, and Marijan Palmovic

Graphical representation helps students visualize data and reduces the cognitive load, resulting in improved capacity for understanding.

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[Phys. Rev. Phys. Educ. Res. 13, 020125] Published Tue Oct 31, 2017



Personality types and student performance in an introductory physics course

2017-10-27T10:00:00+00:00

Author(s): Jason J. B. Harlow, David M. Harrison, Michael Justason, Andrew Meyertholen, and Brian Wilson

Personality type is correlated with student performance in an introductory physics course.

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[Phys. Rev. Phys. Educ. Res. 13, 020124] Published Fri Oct 27, 2017



Pedagogical sensemaking or “doing school”: In well-designed workshop sessions, facilitation makes the difference

2017-10-24T10:00:00+00:00

Author(s): Alice Olmstead and Chandra Turpen

Qualitative study of workshops designed to introduce faculty to research-based instructional strategies shows that facilitation is the key to engaging participants in sensemaking.

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[Phys. Rev. Phys. Educ. Res. 13, 020123] Published Tue Oct 24, 2017



Assessing students’ conceptual knowledge of electricity and magnetism

2017-10-23T10:00:00+00:00

Author(s): Michele W. McColgan, Rose A. Finn, Darren L. Broder, and George E. Hassel

Introducing the electricity and magnetism conceptual assessment as a new instrument that aligns well with typical course content in the second semester of a year-long college-level introductory physics course.

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[Phys. Rev. Phys. Educ. Res. 13, 020121] Published Mon Oct 23, 2017



Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

2017-10-23T10:00:00+00:00

Author(s): Gregory T. Rushton, David Rosengrant, Andrew Dewar, Lisa Shah, Herman E. Ray, Keith Sheppard, and Lynn Watanabe

Analysis of a large data set indicates that while the trends are positive, the U.S. still falls short of having a highly qualified teacher in every high school physics classroom.

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[Phys. Rev. Phys. Educ. Res. 13, 020122] Published Mon Oct 23, 2017



How students process equations in solving quantitative synthesis problems? Role of mathematical complexity in students’ mathematical performance

2017-10-05T10:00:00+00:00

Author(s): Bashirah Ibrahim, Lin Ding, Andrew F. Heckler, Daniel R. White, and Ryan Badeau

Mathematical complexity impedes introductory physics students’ ability to combine equations on synthesis problems.

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[Phys. Rev. Phys. Educ. Res. 13, 020120] Published Thu Oct 05, 2017



Investigating the use of mastery-style online homework exercises in introductory algebra-based mechanics in a controlled clinical study

2017-10-04T10:00:00+00:00

Author(s): William R. Evans and Mats A. Selen

Mastery-style homework is better than traditional-style homework for weaker introductory physics students.

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[Phys. Rev. Phys. Educ. Res. 13, 020119] Published Wed Oct 04, 2017



Pseudolongitudinal investigation on Chinese students’ categorization of kinematics and mechanics problems

2017-09-21T10:00:00+00:00

Author(s): Guangtian Zhu and Jue Wang

Student development of expertise in problem categorization in mechanics over three years.

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[Phys. Rev. Phys. Educ. Res. 13, 020118] Published Thu Sep 21, 2017



Impact of scaffolding and question structure on the gender gap

2017-09-13T10:00:00+00:00

Author(s): Hillary Dawkins, Holly Hedgeland, and Sally Jordan

The apparent positive male bias on mechanics content may be due to the common presence of multidimensional diagrams in mechanics questions.

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[Phys. Rev. Phys. Educ. Res. 13, 020117] Published Wed Sep 13, 2017



Investigating the role of socially mediated metacognition during collaborative troubleshooting of electric circuits

2017-09-12T10:00:00+00:00

Author(s): Kevin L. Van De Bogart, Dimitri R. Dounas-Frazer, H. J. Lewandowski, and MacKenzie R. Stetzer

Students engage in socially mediated metacognition while troubleshooting during an introductory physics lab.

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[Phys. Rev. Phys. Educ. Res. 13, 020116] Published Tue Sep 12, 2017



Effectiveness of interactive tutorials in promoting “which-path” information reasoning in advanced quantum mechanics

2017-09-11T10:00:00+00:00

Author(s): Alexandru Maries, Ryan Sayer, and Chandralekha Singh

Interactive tutorials focused on the Mach-Zehnder interferometer and the double-slit experiment help students learn how to use the concept of “which-path” information.

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[Phys. Rev. Phys. Educ. Res. 13, 020115] Published Mon Sep 11, 2017



Improvement or selection? A longitudinal analysis of students’ views about experimental physics in their lab courses

2017-09-11T10:00:00+00:00

Author(s): Bethany R. Wilcox and H. J. Lewandowski

Undergraduate students’ attitudes and beliefs do not improve with laboratory instruction, instead those who initially had more expertlike attitudes and beliefs are more likely to persist.

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[Phys. Rev. Phys. Educ. Res. 13, 023101] Published Mon Sep 11, 2017



Exploring the gender gap in the conceptual survey of electricity and magnetism

2017-09-06T10:00:00+00:00

Author(s): Rachel Henderson, Gay Stewart, John Stewart, Lynnette Michaluk, and Adrienne Traxler

A latent variable that can explain gender differences in CSEM performance.

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[Phys. Rev. Phys. Educ. Res. 13, 020114] Published Wed Sep 06, 2017



Conceptual assessment tool for advanced undergraduate electrodynamics

2017-09-05T10:00:00+00:00

Author(s): Charles Baily, Qing X. Ryan, Cecilia Astolfi, and Steven J. Pollock

Introducing a free-response conceptual assessment for advanced undergraduate electrodynamics.

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[Phys. Rev. Phys. Educ. Res. 13, 020113] Published Tue Sep 05, 2017



Modifying the test of understanding graphs in kinematics

2017-08-31T10:00:00+00:00

Author(s): Genaro Zavala, Santa Tejeda, Pablo Barniol, and Robert J. Beichner

A modified version of the test of understanding graphs in kinematics.

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[Phys. Rev. Phys. Educ. Res. 13, 020111] Published Thu Aug 31, 2017



What works with worked examples: Extending self-explanation and analogical comparison to synthesis problems

2017-08-31T10:00:00+00:00

Author(s): Ryan Badeau, Daniel R. White, Bashirah Ibrahim, Lin Ding, and Andrew F. Heckler

Synthesis worked examples combined with either analogical comparisons or self-explanations are useful in helping students develop complex problem solving skills.

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[Phys. Rev. Phys. Educ. Res. 13, 020112] Published Thu Aug 31, 2017



Students’ views about the nature of experimental physics

2017-08-23T10:00:00+00:00

Author(s): Bethany R. Wilcox and H. J. Lewandowski

Laboratory physics courses typically do not help students develop more expertlike beliefs about experimental physics.

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[Phys. Rev. Phys. Educ. Res. 13, 020110] Published Wed Aug 23, 2017



Student difficulties regarding symbolic and graphical representations of vector fields

2017-08-16T10:00:00+00:00

Author(s): Laurens Bollen, Paul van Kampen, Charles Baily, Mossy Kelly, and Mieke De Cock

Undergraduate physics students experience many difficulties describing vector fields both symbolically and graphically.

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[Phys. Rev. Phys. Educ. Res. 13, 020109] Published Wed Aug 16, 2017



Students’ epistemological framing in quantum mechanics problem solving

2017-08-14T10:00:00+00:00

Author(s): Bahar Modir, John D. Thompson, and Eleanor C. Sayre

Four epistemological frames for describing student behavior when collaboratively solving physics problems.

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[Phys. Rev. Phys. Educ. Res. 13, 020108] Published Mon Aug 14, 2017



Developing model-making and model-breaking skills using direct measurement video-based activities

2017-08-11T10:00:00+00:00

Author(s): Matthew Vonk, Peter Bohacek, Cheryl Militello, and Ellen Iverson

Direct measurement videos can also help students develop robust quantitative modeling skills.

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[Phys. Rev. Phys. Educ. Res. 13, 020106] Published Fri Aug 11, 2017



Problematizing as a scientific endeavor

2017-08-11T10:00:00+00:00

Author(s): Anna McLean Phillips, Jessica Watkins, and David Hammer

Problematizing is an important aspect of scientific inquiry that is mostly missing from curricula and standards that depict science as beginning with questions.

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[Phys. Rev. Phys. Educ. Res. 13, 020107] Published Fri Aug 11, 2017



Intertwining evidence- and model-based reasoning in physics sensemaking: An example from electrostatics

2017-08-09T10:00:00+00:00

Author(s): Rosemary S. Russ and Tor Ole B. Odden

An argument for viewing evidence-based reasoning and model-based reasoning as two subcomponents of the larger activity of sense making.

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[Phys. Rev. Phys. Educ. Res. 13, 020105] Published Wed Aug 09, 2017



Challenges in designing appropriate scaffolding to improve students’ representational consistency: The case of a Gauss’s law problem

2017-08-02T10:00:00+00:00

Author(s): Alexandru Maries, Shih-Yin Lin, and Chandralekha Singh

Different types of scaffolding had different effects on students’ representational consistency.

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[Phys. Rev. Phys. Educ. Res. 13, 020103] Published Wed Aug 02, 2017



Doing science by waving hands: Talk, symbiotic gesture, and interaction with digital content as resources in student inquiry

2017-08-02T10:00:00+00:00

Author(s): Bor Gregorcic, Gorazd Planinsic, and Eugenia Etkina

When learning physics students rely heavily on meaning-making resources, such as hand gestures, to express ideas that are difficult to verbalize.

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[Phys. Rev. Phys. Educ. Res. 13, 020104] Published Wed Aug 02, 2017



Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

2017-07-20T10:00:00+00:00

Author(s): Amy D. Robertson and Abigail R. Daane

Appropriate professional development for K-12 teachers can lead to large improvements in attitudes about science.

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[Phys. Rev. Phys. Educ. Res. 13, 020102] Published Thu Jul 20, 2017



Examining problem solving in physics-intensive Ph.D. research

2017-07-18T10:00:00+00:00

Author(s): Anne E. Leak, Susan L. Rothwell, Javier Olivera, Benjamin Zwickl, Jarrett Vosburg, and Kelly Norris Martin

A preliminary framework for describing strategies used by physics graduate students when solving real problems.

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[Phys. Rev. Phys. Educ. Res. 13, 020101] Published Tue Jul 18, 2017



Students’ conceptual performance on synthesis physics problems with varying mathematical complexity

2017-06-28T10:00:00+00:00

Author(s): Bashirah Ibrahim, Lin Ding, Andrew F. Heckler, Daniel R. White, and Ryan Badeau

Synthesis problems in introductory physics support the development of expertlike problem solving approaches by requiring students to focus on the underlying concepts and their application.

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[Phys. Rev. Phys. Educ. Res. 13, 010133] Published Wed Jun 28, 2017



Assessment of representational competence in kinematics

2017-06-26T10:00:00+00:00

Author(s): P. Klein, A. Müller, and J. Kuhn

The development and testing of a new inventory to assess students’ ability to interpret different representations in the domain of kinematics.

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[Phys. Rev. Phys. Educ. Res. 13, 010132] Published Mon Jun 26, 2017



Editorial: Call for Papers Focused Collection of Physical Review Physics Education Research Quantitative Methods in PER: A Critical Examination

2017-06-15T10:00:00+00:00

Author(s): Charles Henderson
[Phys. Rev. Phys. Educ. Res. 13, 010002] Published Thu Jun 15, 2017



Erratum: Students’ difficulties with vector calculus in electrodynamics [Phys. Rev. Phys. Educ. Res. 11, 020129 (2015)]

2017-06-13T10:00:00+00:00

Author(s): Laurens Bollen, Paul van Kampen, and Mieke De Cock
[Phys. Rev. Phys. Educ. Res. 13, 019905] Published Tue Jun 13, 2017



Testing alternative explanations for common responses to conceptual questions: An example in the context of center of mass

2017-06-02T10:00:00+00:00

Author(s): Paula R. L. Heron

It can be useful to examine previous empirical results of student performance through the lens of new ideas that emerge within physics education research.

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[Phys. Rev. Phys. Educ. Res. 13, 010131] Published Fri Jun 02, 2017



Teaching weight to explicitly address language ambiguities and conceptual difficulties

2017-06-01T10:00:00+00:00

Author(s): Rex Taibu, David Schuster, and David Rudge

An innovative approach to teaching weight, weightlessness, and free fall that initially avoids the term “weight” and then teaches the language ambiguities explicitly, led to improved conceptual understanding and substantially improved appreciation of language issues.

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[Phys. Rev. Phys. Educ. Res. 13, 010130] Published Thu Jun 01, 2017



Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content

2017-05-30T10:00:00+00:00

Author(s): N. G. Holmes, Jack Olsen, James L. Thomas, and Carl E. Wieman

Typical labs do not help students learn physics content.

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[Phys. Rev. Phys. Educ. Res. 13, 010129] Published Tue May 30, 2017



Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics

2017-05-19T10:00:00+00:00

Author(s): Seth DeVore, Emily Marshman, and Chandralekha Singh

Students who used interactive electronic learning tutorials performed well on subsequent assessments, but students who were assigned to use the tutorials as a self-study tool performed poorly.

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[Phys. Rev. Phys. Educ. Res. 13, 010127] Published Fri May 19, 2017



Students’ reasoning when tackling electric field and potential in explanation of dc resistive circuits

2017-05-19T10:00:00+00:00

Author(s): Ane Leniz, Kristina Zuza, and Jenaro Guisasola

Students who can successfully analyze dc circuits at the macroscopic level are often unable to explain core phenomena at a microscopic level.

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[Phys. Rev. Phys. Educ. Res. 13, 010128] Published Fri May 19, 2017



Conceptual coherence of non-Newtonian worldviews in Force Concept Inventory data

2017-05-16T10:00:00+00:00

Author(s): Terry F. Scott and Dániel Schumayer

Students exhibit coherent alternate conceptions of the world that can be categorized based on patterns of incorrect responses on the Force Concept Inventory.

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[Phys. Rev. Phys. Educ. Res. 13, 010126] Published Tue May 16, 2017



Case study of a successful learner’s epistemological framings of quantum mechanics

2017-05-15T10:00:00+00:00

Author(s): Vesal Dini and David Hammer

Student framing of mathematics as expressing physical meaning may support successful shifts in epistemology from classical to quantum physics.

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[Phys. Rev. Phys. Educ. Res. 13, 010124] Published Mon May 15, 2017



Using the resources framework to design, assess, and refine interventions on pressure in fluids

2017-05-15T10:00:00+00:00

Author(s): Daniel E. Young and Dawn C. Meredith

Applying a resources framework to tutorial development and assessment.

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[Phys. Rev. Phys. Educ. Res. 13, 010125] Published Mon May 15, 2017



Quantum interactive learning tutorial on the double-slit experiment to improve student understanding of quantum mechanics

2017-05-11T10:00:00+00:00

Author(s): Ryan Sayer, Alexandru Maries, and Chandralekha Singh

A research-based interactive learning tutorial on the double-slit experiment improves students’ understanding of concepts such as wave-particle duality, the effect of quantum measurement on the wave function, and the occurrence of interference after a large number of single particles pass through the slits.

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[Phys. Rev. Phys. Educ. Res. 13, 010123] Published Thu May 11, 2017



Framework and implementation for improving physics essential skills via computer-based practice: Vector math

2017-05-08T10:00:00+00:00

Author(s): Brendon D. Mikula and Andrew F. Heckler

Interleaved practice using computer-based mastery instruction with immediate feedback can lead to improved accuracy and fluency in the use of basic skills.

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[Phys. Rev. Phys. Educ. Res. 13, 010122] Published Mon May 08, 2017



Contrasting grading approaches in introductory physics and quantum mechanics: The case of graduate teaching assistants

2017-05-01T10:00:00+00:00

Author(s): Emily Marshman, Ryan Sayer, Charles Henderson, and Chandralekha Singh

Teaching assistants graded differently in introductory physics and mechanics courses because they think that the latter is more complex than introductory physics and that grading should focus on concepts, while grading in introductory physics should focus on steps and procedures.

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[Phys. Rev. Phys. Educ. Res. 13, 010120] Published Mon May 01, 2017



Linking behavior in the physics education research coauthorship network

2017-05-01T10:00:00+00:00

Author(s): Katharine A. Anderson, Matthew Crespi, and Eleanor C. Sayre

The PER community has developed over thirty years from a group of relatively isolated individual researchers to an interconnected network of researchers who collaborate regularly.

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[Phys. Rev. Phys. Educ. Res. 13, 010121] Published Mon May 01, 2017



Exploring student learning profiles in algebra-based studio physics: A person-centered approach

2017-04-28T10:00:00+00:00

Author(s): Jarrad W. T. Pond and Jacquelyn J. Chini

Student learning profiles can provide insight into their motivations and learning behaviors and allow educators to provide more effective instruction.

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[Phys. Rev. Phys. Educ. Res. 13, 010119] Published Fri Apr 28, 2017



Assessing learning outcomes in middle-division classical mechanics: The Colorado Classical Mechanics and Math Methods Instrument

2017-04-19T10:00:00+00:00

Author(s): Marcos D. Caballero, Leanne Doughty, Anna M. Turnbull, Rachel E. Pepper, and Steven J. Pollock

Introducing the Colorado Classical Mechanics/Math Methods Instrument (CCMI); nine open-ended items that measure student understanding of the first half of an upper-level classical mechanics sequence.

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[Phys. Rev. Phys. Educ. Res. 13, 010118] Published Wed Apr 19, 2017



Investigating and improving student understanding of quantum mechanics in the context of single photon interference

2017-04-14T10:00:00+00:00

Author(s): Emily Marshman and Chandralekha Singh

A research-based interactive learning tutorial on the Mach-Zehnder interferometer with single photons helps students to explain the interference phenomena of a single photon, and correctly reason about the collapse of a photon state.

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[Phys. Rev. Phys. Educ. Res. 13, 010117] Published Fri Apr 14, 2017



Toolboxes and handing students a hammer: The effects of cueing and instruction on getting students to think critically

2017-04-13T10:00:00+00:00

Author(s): N. G. Holmes, Dhaneesh Kumar, and D. A. Bonn

Students who can appropriately select correct lab procedures often are cued to select weak procedures when these weak procedures are introduced in the lab activity.

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[Phys. Rev. Phys. Educ. Res. 13, 010116] Published Thu Apr 13, 2017



Validation and structural analysis of the kinematics concept test

2017-04-10T10:00:00+00:00

Author(s): A. Lichtenberger, C. Wagner, S. I. Hofer, E. Stern, and A. Vaterlaus

High school students think about kinematics problems described with pictures or tables differently from problems involving the same situation, but described with graphs.

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[Phys. Rev. Phys. Educ. Res. 13, 010115] Published Mon Apr 10, 2017



Peer discussions in lecture-based tutorials in introductory physics

2017-03-31T10:00:00+00:00

Author(s): Risto Leinonen, Mervi A. Asikainen, and Pekka E. Hirvonen

Group characteristics may be better predictors of learning gains than individual student characteristics.

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[Phys. Rev. Phys. Educ. Res. 13, 010114] Published Fri Mar 31, 2017



Students’ network integration as a predictor of persistence in introductory physics courses

2017-03-10T10:00:00+00:00

Author(s): Justyna P. Zwolak, Remy Dou, Eric A. Williams, and Eric Brewe

Student social integration in an introductory physics course supports persistence towards a science degree.

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[Phys. Rev. Phys. Educ. Res. 13, 010113] Published Fri Mar 10, 2017



Sustaining Physics Teacher Education Coalition programs in physics teacher education

2017-02-27T10:00:00+00:00

Author(s): Rachel E. Scherr, Monica Plisch, and Renee Michelle Goertzen

Thriving physics teacher preparation programs require a local champion and institutional commitment.

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[Phys. Rev. Phys. Educ. Res. 13, 010111] Published Mon Feb 27, 2017



Analyzing high school students’ reasoning about electromagnetic induction

2017-02-27T10:00:00+00:00

Author(s): Katarina Jelicic, Maja Planinic, and Gorazd Planinsic

High school physics students do not form mental models of electromagnetic induction during traditional instruction.

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[Phys. Rev. Phys. Educ. Res. 13, 010112] Published Mon Feb 27, 2017



Insights into teaching quantum mechanics in secondary and lower undergraduate education

2017-02-17T10:00:00+00:00

Author(s): K. Krijtenburg-Lewerissa, H. J. Pol, A. Brinkman, and W. R. van Joolingen

There is significant need for research on the teaching, learning, and assessment of quantum mechanics topics at the secondary and introductory undergraduate levels.

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[Phys. Rev. Phys. Educ. Res. 13, 010109] Published Fri Feb 17, 2017



To draw or not to draw? Examining the necessity of problem diagrams using massive open online course experiments

2017-02-17T10:00:00+00:00

Author(s): Zhongzhou Chen, Neset Demirci, Youn-Jeng Choi, and David E. Pritchard

Instructors are generally wasting their time when they create diagrams to illustrate homework and exam problems.

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[Phys. Rev. Phys. Educ. Res. 13, 010110] Published Fri Feb 17, 2017



Developing skills versus reinforcing concepts in physics labs: Insight from a survey of students’ beliefs about experimental physics

2017-02-15T10:00:00+00:00

Author(s): Bethany R. Wilcox and H. J. Lewandowski

Lab courses focused on developing laboratory skills may result in more expert-like student beliefs about the nature of experimental physics than those focused on reinforcing physics concepts.

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[Phys. Rev. Phys. Educ. Res. 13, 010108] Published Wed Feb 15, 2017



Editorial: From the APS Editor in Chief

2017-02-03T10:00:00+00:00

Author(s): Pierre Meystre
[Phys. Rev. Phys. Educ. Res. 13, 010001] Published Fri Feb 03, 2017



Publisher’s Note: Test on the effectiveness of the sum over paths approach in favoring the construction of an integrated knowledge of quantum physics in high school [Phys. Rev. Phys. Educ. Res. 13, 010101 (2017)]

2017-02-03T10:00:00+00:00

Author(s): Massimiliano Malgieri, Pasquale Onorato, and Anna De Ambrosis
[Phys. Rev. Phys. Educ. Res. 13, 019901] Published Fri Feb 03, 2017



Publisher’s Note: Electronics lab instructors’ approaches to troubleshooting instruction [Phys. Rev. Phys. Educ. Res. 13, 010102 (2017)]

2017-02-03T10:00:00+00:00

Author(s): Dimitri R. Dounas-Frazer and H. J. Lewandowski
[Phys. Rev. Phys. Educ. Res. 13, 019902] Published Fri Feb 03, 2017



Publisher’s Note: Examining evolving performance on the Force Concept Inventory using factor analysis [Phys. Rev. Phys. Educ. Res. 13, 010103 (2017)]

2017-02-03T10:00:00+00:00

Author(s): M. R. Semak, R. D. Dietz, R. H. Pearson, and C. W. Willis
[Phys. Rev. Phys. Educ. Res. 13, 019903] Published Fri Feb 03, 2017



Publisher’s Note: Peer Instruction in introductory physics: A method to bring about positive changes in students’ attitudes and beliefs [Phys. Rev. Phys. Educ. Res. 13, 010104 (2017)]

2017-02-03T10:00:00+00:00

Author(s): Ping Zhang, Lin Ding, and Eric Mazur
[Phys. Rev. Phys. Educ. Res. 13, 019904] Published Fri Feb 03, 2017



Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

2017-01-30T10:00:00+00:00

Author(s): Eugenia Etkina, Bor Gregorcic, and Stamatis Vokos

Towards physics teacher preparation based on the development of productive habits.

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[Phys. Rev. Phys. Educ. Res. 13, 010107] Published Mon Jan 30, 2017



Exploring the role of content knowledge in responsive teaching

2017-01-27T10:00:00+00:00

Author(s): Lisa M. Goodhew and Amy D. Robertson

Physics teacher preparation should support teachers in developing content knowledge alongside and integrated with responsive instructional practices.

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[Phys. Rev. Phys. Educ. Res. 13, 010106] Published Fri Jan 27, 2017



Identifying content knowledge for teaching energy: Examples from high school physics

2017-01-25T10:00:00+00:00

Author(s): Amy D. Robertson, Rachel E. Scherr, Lisa M. Goodhew, Abigail R. Daane, Kara E. Gray, and Leanna B. Aker

Introducting a methodology for identifying content-specific teacher knowledge that shapes their in-the-moment decisions during interactions with students.

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[Phys. Rev. Phys. Educ. Res. 13, 010105] Published Wed Jan 25, 2017



Peer Instruction in introductory physics: A method to bring about positive changes in students’ attitudes and beliefs

2017-01-17T10:00:00+00:00

Author(s): Ping Zhang, Lin Ding, and Eric Mazur

Peer Instruction improves student attitudes and beliefs about physics and learning physics.

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[Phys. Rev. Phys. Educ. Res. 13, 010104] Published Tue Jan 17, 2017



Examining evolving performance on the Force Concept Inventory using factor analysis

2017-01-10T10:00:00+00:00

Author(s): M. R. Semak, R. D. Dietz, R. H. Pearson, and C. W. Willis

Factor analysis of student Force Concept Inventory responses shows greater alignment with an expert’s interpretation on post-test compared to pretest.

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[Phys. Rev. Phys. Educ. Res. 13, 010103] Published Tue Jan 10, 2017



Electronics lab instructors’ approaches to troubleshooting instruction

2017-01-09T10:00:00+00:00

Author(s): Dimitri R. Dounas-Frazer and H. J. Lewandowski

Most instructors think that troubleshooting is an important for students to learn in an electronics lab course, but only about half directly assess students’ ability to troubleshoot.

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[Phys. Rev. Phys. Educ. Res. 13, 010102] Published Mon Jan 09, 2017



Test on the effectiveness of the sum over paths approach in favoring the construction of an integrated knowledge of quantum physics in high school

2017-01-03T10:00:00+00:00

Author(s): Massimiliano Malgieri, Pasquale Onorato, and Anna De Ambrosis

An instructional sequence to help high school students develop integrated knowledge of quantum mechanics.

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[Phys. Rev. Phys. Educ. Res. 13, 010101] Published Tue Jan 03, 2017



Validity of peer grading using Calibrated Peer Review in a guided-inquiry, conceptual physics course

2016-12-22T10:00:00+00:00

Author(s): Edward Price, Fred Goldberg, Steve Robinson, and Michael McKean

Calibrated Peer Review is an effective and practical way to engage students in the science practices of constructing and evaluating explanations.

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[Phys. Rev. Phys. Educ. Res. 12, 020145] Published Thu Dec 22, 2016



Solving problems to learn concepts, how does it happen? A case for buoyancy

2016-12-16T10:00:00+00:00

Author(s): Laura Buteler and Enrique Coleoni

Using coordination class theory to understand conceptual progress of students independently of the correctness of their conceptual understanding.

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[Phys. Rev. Phys. Educ. Res. 12, 020144] Published Fri Dec 16, 2016



Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class

2016-12-14T10:00:00+00:00

Author(s): Kelly Miller, Sacha Zyto, David Karger, Junehee Yoo, and Eric Mazur

Meaningful engagement in online discussions improves student learning.

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[Phys. Rev. Phys. Educ. Res. 12, 020143] Published Wed Dec 14, 2016



Editorial: Never mind the gap: Gender-related research in Physical Review Physics Education Research, 2005–2016

2016-11-30T10:00:00+00:00

Author(s): Rachel Scherr
[Phys. Rev. Phys. Educ. Res. 12, 020003] Published Wed Nov 30, 2016



Exclusively visual analysis of classroom group interactions

2016-11-30T10:00:00+00:00

Author(s): Laura Tucker, Rachel E. Scherr, Todd Zickler, and Eric Mazur

Meaningful classroom observations can be made without audio information.

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[Phys. Rev. Phys. Educ. Res. 12, 020142] Published Wed Nov 30, 2016



Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics

2016-11-22T10:00:00+00:00

Author(s): Mark A. McDaniel, Siera M. Stoen, Regina F. Frey, Zachary E. Markow, K. Mairin Hynes, Jiuqing Zhao, and Michael J. Cahill

Instructional strategies that improve conceptual understanding in introductory physics do not necessarily result in improved problem solving performance.

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[Phys. Rev. Phys. Educ. Res. 12, 020141] Published Tue Nov 22, 2016



Connecting self-efficacy and views about the nature of science in undergraduate research experiences

2016-11-21T10:00:00+00:00

Author(s): Gina M. Quan and Andrew Elby

Students’ self-efficacy about research may be coupled with their views about the nature of science.

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[Phys. Rev. Phys. Educ. Res. 12, 020140] Published Mon Nov 21, 2016



Development of the kinetic molecular theory of gases concept inventory: Preliminary results on university students’ misconceptions

2016-11-16T10:00:00+00:00

Author(s): Nataša Erceg, Ivica Aviani, Vanes Mešić, Matko Glunčić, and Gordana Žauhar

Introducing the 22-item kinetic molecular theory of gases concept inventory.

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[Phys. Rev. Phys. Educ. Res. 12, 020139] Published Wed Nov 16, 2016



Comment on “Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course”

2016-11-16T10:00:00+00:00

Author(s): G. W. Rieger, S. A. Reinsberg, and C. E. Wieman

We present a comment on “Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course”, by F. J. Kontur, K. de La Harpe, and N. B. Terry PRST-PER 11, 010105 (2015). Our data show that the conclusions Kontur and coworkers draw from their da...


[Phys. Rev. Phys. Educ. Res. 12, 028001] Published Wed Nov 16, 2016



Reply to “Comment on “Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course””

2016-11-16T10:00:00+00:00

Author(s): F. J. Kontur, K. de La Harpe, and N. B. Terry

We reply to Rieger, Reinsberg, and Wieman’s forgoing Comment [Phys. Rev. Phys. Educ. Res., Comment on “Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course” 12, 028001 (2016)].


[Phys. Rev. Phys. Educ. Res. 12, 028002] Published Wed Nov 16, 2016



Examining the effects of testwiseness in conceptual physics evaluations

2016-11-10T10:00:00+00:00

Author(s): Seth DeVore, John Stewart, and Gay Stewart

Most conceptual inventories used in physics education research contain questions that are affected by the test taking strategies of students.

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[Phys. Rev. Phys. Educ. Res. 12, 020138] Published Thu Nov 10, 2016



Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers

2016-11-02T10:00:00+00:00

Author(s): Lin Ding and Ping Zhang

Chinese teachers exhibit a nonlinear progression in their attitudes about learning physics as they move from preuniversity students to practicing teachers.

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[Phys. Rev. Phys. Educ. Res. 12, 020137] Published Wed Nov 02, 2016



Analysis test of understanding of vectors with the three-parameter logistic model of item response theory and item response curves technique

2016-10-25T10:00:00+00:00

Author(s): Suttida Rakkapao, Singha Prasitpong, and Kwan Arayathanitkul

An example of the use of item response theory to assess multiple-choice conceptual instruments.

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[Phys. Rev. Phys. Educ. Res. 12, 020135] Published Tue Oct 25, 2016



Assessing the interactivity and prescriptiveness of faculty professional development workshops: The real-time professional development observation tool

2016-10-25T10:00:00+00:00

Author(s): Alice Olmstead and Chandra Turpen

The development and use of the real-time professional development observation tool, which can document the form and focus of faculty’s engagement during workshops.

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[Phys. Rev. Phys. Educ. Res. 12, 020136] Published Tue Oct 25, 2016



Qualitative investigation into students’ use of divergence and curl in electromagnetism

2016-10-19T10:00:00+00:00

Author(s): Laurens Bollen, Paul van Kampen, Charles Baily, and Mieke De Cock

Undergraduate physics majors have difficulties relating the mathematical representations of fields in terms of divergence and curl to field diagrams.

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[Phys. Rev. Phys. Educ. Res. 12, 020134] Published Wed Oct 19, 2016



Case study evaluating Just-In-Time Teaching and Peer Instruction using clickers in a quantum mechanics course

2016-10-18T10:00:00+00:00

Author(s): Ryan Sayer, Emily Marshman, and Chandralekha Singh

A set of in-class reading quizzes and clicker questions leads to improved student learning in a quantum mechanics course.

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[Phys. Rev. Phys. Educ. Res. 12, 020133] Published Tue Oct 18, 2016



Open-ended versus guided laboratory activities:Impact on students’ beliefs about experimental physics

2016-10-03T10:00:00+00:00

Author(s): Bethany R. Wilcox and H. J. Lewandowski

Students in lab courses with open-ended lab activities have more expertlike beliefs about experimental physics than student in more traditional lab courses.

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[Phys. Rev. Phys. Educ. Res. 12, 020132] Published Mon Oct 03, 2016



Using module analysis for multiple choice responses: A new method applied to Force Concept Inventory data

2016-09-20T10:00:00+00:00

Author(s): Eric Brewe, Jesper Bruun, and Ian G. Bearden

Introducing module analysis as an alternative to factor analysis for understanding student responses on multiple-choice conceptual inventories.

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[Phys. Rev. Phys. Educ. Res. 12, 020131] Published Tue Sep 20, 2016



Representing uncertainty on model analysis plots

2016-09-19T10:00:00+00:00

Author(s): Trevor I. Smith

A method for adding error bars to model analysis plots.

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[Phys. Rev. Phys. Educ. Res. 12, 023102] Published Mon Sep 19, 2016



Research-based assessment of students’ beliefs about experimental physics: When is gender a factor?

2016-09-16T10:00:00+00:00

Author(s): Bethany R. Wilcox and H. J. Lewandowski

Exploring the gender gap in student attitudes towards laboratory-focused physics courses.

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[Phys. Rev. Phys. Educ. Res. 12, 020130] Published Fri Sep 16, 2016



Lab notebooks as scientific communication: Investigating development from undergraduate courses to graduate research

2016-09-14T10:00:00+00:00

Author(s): Jacob T. Stanley and H. J. Lewandowski

Physics graduate students do not learn how to maintain a lab notebook through formal instruction.

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[Phys. Rev. Phys. Educ. Res. 12, 020129] Published Wed Sep 14, 2016



Investigating the effect of question-driven pedagogy on the development of physics teacher candidates’ pedagogical content knowledge

2016-09-07T10:00:00+00:00

Author(s): Marina Milner-Bolotin, Davor Egersdorfer, and Murugan Vinayagam

Preservice teacher preparation courses can use online feedback to help teacher candidates improve their questioning skills.

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[Phys. Rev. Phys. Educ. Res. 12, 020128] Published Wed Sep 07, 2016



Development and evaluation of a tutorial to improve students’ understanding of a lock-in amplifier

2016-09-06T10:00:00+00:00

Author(s): Seth DeVore, Alexandre Gauthier, Jeremy Levy, and Chandralekha Singh

Development and evaluation of a research-based tutorial to help students develop an understanding of the lock-in amplifier.

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[Phys. Rev. Phys. Educ. Res. 12, 020127] Published Tue Sep 06, 2016



Effects of the learning assistant model on teacher practice

2016-09-01T10:00:00+00:00

Author(s): Kara E. Gray, David C. Webb, and Valerie K. Otero

K-12 teachers who served as undergraduate learning assistants during during their preservice preparation use higher levels of reformed teaching than their peers.

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[Phys. Rev. Phys. Educ. Res. 12, 020126] Published Thu Sep 01, 2016



Student satisfaction in interactive engagement-based physics classes

2016-08-23T10:00:00+00:00

Author(s): Jon D. H. Gaffney and Amy L. Housley Gaffney

Understanding and reducing student resistance to interactive engagement instructional strategies.

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[Phys. Rev. Phys. Educ. Res. 12, 020125] Published Tue Aug 23, 2016



Editorial: Call for Papers Focused Collection of Physical Review Physics Education Research Astronomy Education Research

2016-08-12T10:00:00+00:00

Author(s): Charles Henderson
[Phys. Rev. Phys. Educ. Res. 12, 020002] Published Fri Aug 12, 2016



Beyond performance metrics: Examining a decrease in students’ physics self-efficacy through a social networks lens

2016-08-09T10:00:00+00:00

Author(s): Remy Dou, Eric Brewe, Justyna P. Zwolak, Geoff Potvin, Eric A. Williams, and Laird H. Kramer

Using social network analysis to understand drops in student self-efficacy in introductory physics.

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[Phys. Rev. Phys. Educ. Res. 12, 020124] Published Tue Aug 09, 2016



Quicker method for assessing influences on teaching assistant buy-in and practices in reformed courses

2016-08-05T10:00:00+00:00

Author(s): Matthew Wilcox, Yuehai Yang, and Jacquelyn J. Chini

Towards a model of the influences that shape teaching assistants’ buy-in and practices in implementing active learning instruction.

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[Phys. Rev. Phys. Educ. Res. 12, 020123] Published Fri Aug 05, 2016



Experimental validation of the half-length Force Concept Inventory

2016-08-04T10:00:00+00:00

Author(s): Jing Han, Kathleen Koenig, Lili Cui, Joseph Fritchman, Dan Li, Wanyi Sun, Zhao Fu, and Lei Bao

Half-length versions of the Force Concept Inventory provide equivalent scores to the full-length inventory while reducing administration time and eliminating possible item memorization effects.

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[Phys. Rev. Phys. Educ. Res. 12, 020122] Published Thu Aug 04, 2016



Video observation as a tool to analyze and modify an electronics laboratory

2016-08-02T10:00:00+00:00

Author(s): Pieter Coppens, Johan Van den Bossche, and Mieke De Cock

A video observation protocol to assess and improve laboratory activities.

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[Phys. Rev. Phys. Educ. Res. 12, 020121] Published Tue Aug 02, 2016