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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: 2016-10-21T16:19:24-04:00


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


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.

[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


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.

[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


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.

[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


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.

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

Representing uncertainty on model analysis plots


Author(s): Trevor I. Smith

A method for adding error bars to model analysis plots.

[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?


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

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

[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


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

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

[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


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.

[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


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.

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

Effects of the learning assistant model on teacher practice


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.

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

Student satisfaction in interactive engagement-based physics classes


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

Understanding and reducing student resistance to interactive engagement instructional strategies.

[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


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


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.

[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


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.

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

Experimental validation of the half-length Force Concept Inventory


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.

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

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


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

A video observation protocol to assess and improve laboratory activities.

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

Editorial: Focused Collection: Gender in Physics


Author(s): Eric Brewe and Vashti Sawtelle
[Phys. Rev. Phys. Educ. Res. 12, 020001] Published Mon Aug 01, 2016

Gender gaps and gendered action in a first-year physics laboratory


Author(s): James Day, Jared B. Stang, N. G. Holmes, Dhaneesh Kumar, and D. A. Bonn

Examination of gender gaps and potential sources of gender gaps through laboratory observations.

[Phys. Rev. Phys. Educ. Res. 12, 020104] Published Mon Aug 01, 2016

Gender, experience, and self-efficacy in introductory physics


Author(s): Jayson M. Nissen and Jonathan T. Shemwell

Using an in-the-moment sampling technique the differences between men and women’s self-efficacy in different activity areas is investigated.

[Phys. Rev. Phys. Educ. Res. 12, 020105] Published Mon Aug 01, 2016

Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines


Author(s): Sarah L. Eddy and Sara E. Brownell

Gender disparities beyond physics on measures that have been correlated with a focus on identifying underlying mechanisms to understand how these inequalities arise.

[Phys. Rev. Phys. Educ. Res. 12, 020106] Published Mon Aug 01, 2016

Student evaluations of physics teachers: On the stability and persistence of gender bias


Author(s): Geoff Potvin and Zahra Hazari

The relationship between student gender and physics identity in evaluating high school physics teachers, finding that students who identify strongly with physics show a stronger bias in favor of male high school physics teachers.

[Phys. Rev. Phys. Educ. Res. 12, 020107] Published Mon Aug 01, 2016

Women in physics: A comparison to science, technology, engineering, and math education over four decades


Author(s): Linda J. Sax, Kathleen J. Lehman, Ramón S. Barthelemy, and Gloria Lim

Four decades of data exploring how women’s interest and intention to major in physics has changed over time in comparison to other fields.

[Phys. Rev. Phys. Educ. Res. 12, 020108] Published Mon Aug 01, 2016

Women’s and men’s career choices in astronomy and astrophysics


Author(s): Rachel Ivie, Susan White, and Raymond Y. Chu

Longitudinal study of astronomy graduate students that identifies factors contributing to retention in general with a focus on gender.

[Phys. Rev. Phys. Educ. Res. 12, 020109] Published Mon Aug 01, 2016

Fitting in or opting out: A review of key social-psychological factors influencing a sense of belonging for women in physics


Author(s): Karyn L. Lewis, Jane G. Stout, Steven J. Pollock, Noah D. Finkelstein, and Tiffany A. Ito

Review of empirical and theoretical literature on the importance of sense of belonging in academic contexts including recommendations for physics educators.

[Phys. Rev. Phys. Educ. Res. 12, 020110] Published Mon Aug 01, 2016

Differences in gender performance on competitive physics selection tests


Author(s): Kate Wilson, David Low, Matthew Verdon, and Alix Verdon

Comparison of performance on competitive physics tests among Australian high school students revealing gender gaps.

[Phys. Rev. Phys. Educ. Res. 12, 020111] Published Mon Aug 01, 2016

Gender gap or program gap? Students’ negotiations of study practice in a course in electromagnetism


Author(s): Staffan Andersson and Anders Johansson

A qualitative study of student perceptions of practice in physics identifies differences by physics program rather than by gender.

[Phys. Rev. Phys. Educ. Res. 12, 020112] Published Mon Aug 01, 2016

Educational pathways of Black women physicists: Stories of experiencing and overcoming obstacles in life


Author(s): Katemari Rosa and Felicia Moore Mensah

A case study analysis of successful Black women, with PhDs in physics, and the key themes that led to their success.

[Phys. Rev. Phys. Educ. Res. 12, 020113] Published Mon Aug 01, 2016

Enriching gender in physics education research: A binary past and a complex future


Author(s): Adrienne L. Traxler, Ximena C. Cid, Jennifer Blue, and Ramón Barthelemy

Reflection on two decades of work on gender in physics education research, which synthesizes past results and argues for new lenses on gender in physics.

[Phys. Rev. Phys. Educ. Res. 12, 020114] Published Mon Aug 01, 2016

Gender compatibility, math-gender stereotypes, and self-concepts in math and physics


Author(s): Ravinder Koul, Thanita Lerdpornkulrat, and Chanut Poondej

Feeling content with one’s gender identity interacts with math-gender stereotypes to predict self-concept in math and physics.

[Phys. Rev. Phys. Educ. Res. 12, 020115] Published Mon Aug 01, 2016

Social cognitive perspective of gender disparities in undergraduate physics


Author(s): Angela M. Kelly

A synthesis of sociopsychological theories and research to establish a framework for exploring pathways and targeted interventions for the low representation of women in post-secondary physics.

[Phys. Rev. Phys. Educ. Res. 12, 020116] Published Mon Aug 01, 2016

“If I had to do it, then I would”: Understanding early middle school students’ perceptions of physics and physics-related careers by gender


Author(s): Emily A. Dare and Gillian H. Roehrig

A study examining perceptions of 6th grade students regarding physics and physics-related careers.

[Phys. Rev. Phys. Educ. Res. 12, 020117] Published Mon Aug 01, 2016

How gender and reformed introductory physics impacts student success in advanced physics courses and continuation in the physics major


Author(s): Idaykis Rodriguez, Geoff Potvin, and Laird H. Kramer

There is no penalty in upper-level courses on physics majors who take introductory physics in an active learning format.

[Phys. Rev. Phys. Educ. Res. 12, 020118] Published Mon Aug 01, 2016

Gender discrimination in physics and astronomy: Graduate student experiences of sexism and gender microaggressions


Author(s): Ramón S. Barthelemy, Melinda McCormick, and Charles Henderson

Interview study with women in graduate physics and astronomy programs regarding their experiences with sexism, discrimination, and particularly microagressions.

[Phys. Rev. Phys. Educ. Res. 12, 020119] Published Mon Aug 01, 2016

Masculinities and experimental practices in physics: The view from three case studies


Author(s): Allison J. Gonsalves, Anna Danielsson, and Helena Pettersson

Identity used as a performance lens to illustrate how masculinity studies are consequential for understanding gender dynamics in the physics community.

[Phys. Rev. Phys. Educ. Res. 12, 020120] Published Mon Aug 01, 2016

Can dual processing theory explain physics students’ performance on the Force Concept Inventory?


Author(s): Anna K. Wood, Ross K. Galloway, and Judy Hardy

Demonstration of the dual processing theory as a way to understand learning and assessment in introductory physics.

[Phys. Rev. Phys. Educ. Res. 12, 023101] Published Thu Jul 28, 2016

Examining and contrasting the cognitive activities engaged in undergraduate research experiences and lab courses


Author(s): N. G. Holmes and Carl E. Wieman

Comparison of cognitive activities students use in undergraduate research experiences and lab courses to those required for experimental research.

[Phys. Rev. Phys. Educ. Res. 12, 020103] Published Tue Jul 12, 2016

High school students’ representations and understandings of electric fields


Author(s): Ying Cao and Bárbara M. Brizuela

A preliminary investigation of Chinese high school students’ productive resources for learning about electric fields.

[Phys. Rev. Phys. Educ. Res. 12, 020102] Published Thu Jul 07, 2016

Discussing underrepresentation as a means to facilitating female students’ physics identity development


Author(s): Robynne M. Lock and Zahra Hazari

Explicit discussions of the underrepresentation of women in science can change the way that female students interpret their experiences and potential futures as scientists.

[Phys. Rev. Phys. Educ. Res. 12, 020101] Published Tue Jul 05, 2016

Characterizing interactive engagement activities in a flipped introductory physics class


Author(s): Anna K. Wood, Ross K. Galloway, Robyn Donnelly, and Judy Hardy

Towards the development of more refined descriptions of type and amount of interactivity in an introductory college physics course.

[Phys. Rev. Phys. Educ. Res. 12, 010140] Published Thu Jun 30, 2016

Alternative model for administration and analysis of research-based assessments


Author(s): Bethany R. Wilcox, Benjamin M. Zwickl, Robert D. Hobbs, John M. Aiken, Nathan M. Welch, and H. J. Lewandowski

A centralized model for the administration and analysis of research-based assessments.

[Phys. Rev. Phys. Educ. Res. 12, 010139] Published Fri Jun 17, 2016

Effective student teams for collaborative learning in an introductory university physics course


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

Students in randomly assigned collaborative learning groups do just as well as those in carefully assigned groups.

[Phys. Rev. Phys. Educ. Res. 12, 010138] Published Thu Jun 16, 2016

Leveraging a relationship with biology to expand a relationship with physics


Author(s): Vashti Sawtelle and Chandra Turpen

Biology student’s shifts in identity, affect, and epistemology in a physics course which leverages students’ identity and expertise in biology to promote a stronger relationship with physics.

[Phys. Rev. Phys. Educ. Res. 12, 010136] Published Wed Jun 15, 2016

Investigating the role of model-based reasoning while troubleshooting an electric circuit


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

Troubleshooting a malfunctioning apparatus engages students in the core scientific practice of modeling.

[Phys. Rev. Phys. Educ. Res. 12, 010137] Published Wed Jun 15, 2016

Comparing different approaches to visualizing light waves: An experimental study on teaching wave optics


Author(s): Vanes Mešić, Erna Hajder, Knut Neumann, and Nataša Erceg

Visualizations are important in teaching physics and can be improved through research.

[Phys. Rev. Phys. Educ. Res. 12, 010135] Published Fri Jun 10, 2016

Factors affecting learning of vector math from computer-based practice: Feedback complexity and prior knowledge


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

In a computer-based learning environment providing a brief general explanation of the correct solution process leads to stronger learning gains than telling students about the correctness of their answer.

[Phys. Rev. Phys. Educ. Res. 12, 010134] Published Thu Jun 09, 2016

Developing an action concept inventory


Author(s): Lachlan P. McGinness and C. M. Savage

A new concept inventory to measure introductory student understanding of classical action physics.

[Phys. Rev. Phys. Educ. Res. 12, 010133] Published Thu May 26, 2016

Identifying student and teacher difficulties in interpreting atomic spectra using a quantum model of emission and absorption of radiation


Author(s): Francisco Savall-Alemany, Josep Lluís Domènech-Blanco, Jenaro Guisasola, and Joaquín Martínez-Torregrosa

Secondary physics teachers and their students are unable to use a quantum model to explain atomic spectra.

[Phys. Rev. Phys. Educ. Res. 12, 010132] Published Wed May 25, 2016

Teaching assistants’ performance at identifying common introductory student difficulties in mechanics revealed by the Force Concept Inventory


Author(s): Alexandru Maries and Chandralekha Singh

Graduate teaching assistants are more accurate at predicting the popularity of incorrect answers on the Force Concept Inventory than random guessing, but they did not identify many common difficulties that occur among introductory physics students.

[Phys. Rev. Phys. Educ. Res. 12, 010131] Published Mon May 23, 2016

Assessing student written problem solutions: A problem-solving rubric with application to introductory physics


Author(s): Jennifer L. Docktor, Jay Dornfeld, Evan Frodermann, Kenneth Heller, Leonardo Hsu, Koblar Alan Jackson, Andrew Mason, Qing X. Ryan, and Jie Yang

A rubric allows enables researchers, curriculum developers, and teachers to evaluate students’ problem solutions.

[Phys. Rev. Phys. Educ. Res. 12, 010130] Published Wed May 11, 2016

Virtual learning environment for interactive engagement with advanced quantum mechanics


Author(s): Mads Kock Pedersen, Birk Skyum, Robert Heck, Romain Müller, Mark Bason, Andreas Lieberoth, and Jacob F. Sherson

The addition of virtual learning tools to upper-level physics courses can improve student learning.

[Phys. Rev. Phys. Educ. Res. 12, 013102] Published Mon Apr 18, 2016

Surveying Turkish high school and university students’ attitudes and approaches to physics problem solving


Author(s): Nuri Balta, Andrew J. Mason, and Chandralekha Singh

Validation of the Turkish version of the Attitude and Approaches to Problem Solving survey.

[Phys. Rev. Phys. Educ. Res. 12, 010129] Published Tue Apr 12, 2016

Initial study of neutral post-instruction responses on the Maryland Physics Expectation Survey


Author(s): J. Saltzman, M. F. Price, and M. B. Rogers

We may be missing important information by ignoring neutral responses on epistemological surveys such as the Maryland Physics Expectation Survey.

[Phys. Rev. Phys. Educ. Res. 12, 013101] Published Thu Apr 07, 2016

Toward instructional design principles: Inducing Faraday’s law with contrasting cases


Author(s): Eric Kuo and Carl E. Wieman

Early exposure to contrasting cases improves student learning of physics concepts.

[Phys. Rev. Phys. Educ. Res. 12, 010128] Published Tue Apr 05, 2016

University student conceptual resources for understanding energy


Author(s): Hannah C. Sabo, Lisa M. Goodhew, and Amy D. Robertson

An articulation of conceptual resources commonly used by university physics students when reasoning about energy.

[Phys. Rev. Phys. Educ. Res. 12, 010126] Published Mon Apr 04, 2016

Behavioral self-regulation in a physics class


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

Introductory college students have a fixed amount of time that they are willing to allocate to physics homework.

[Phys. Rev. Phys. Educ. Res. 12, 010125] Published Fri Apr 01, 2016

Curriculum development in studio-style university physics and implications for dissemination of research-based reforms


Author(s): Kathleen T. Foote

Case studies of successful adoptions of Studio-style curricula suggest that articulating core principles needed to uphold the integrity of a reform and involving other secondary users in the dissemination process can promote effective adoption.

[Phys. Rev. Phys. Educ. Res. 12, 010127] Published Fri Apr 01, 2016

Analytical derivation: An epistemic game for solving mathematically based physics problems


Author(s): Rabindra R. Bajracharya and John R. Thompson

Introductory physics students favor algebraic solution procedures over graphical procedures, even when the former is not sufficient to solve the problem.

[Phys. Rev. Phys. Educ. Res. 12, 010124] Published Wed Mar 30, 2016

Students’ epistemologies about experimental physics: Validating the Colorado Learning Attitudes about Science Survey for experimental physics


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

A valid and reliable survey instrument to measure students’ beliefs and expectations about the nature of experimental physics.

[Phys. Rev. Phys. Educ. Res. 12, 010123] Published Mon Mar 21, 2016

Improving performance in quantum mechanics with explicit incentives to correct mistakes


Author(s): Benjamin R. Brown, Andrew Mason, and Chandralekha Singh

Advanced physics students do not use their mistakes as an opportunity to learn unless given an explicit incentive to do so.

[Phys. Rev. Phys. Educ. Res. 12, 010121] Published Wed Mar 16, 2016

Automated analysis of short responses in an interactive synthetic tutoring system for introductory physics


Author(s): Christopher M. Nakamura, Sytil K. Murphy, Michael G. Christel, Scott M. Stevens, and Dean A. Zollman

Development of a self-learning computer tutor that can correctly interpret student short answer responses to introductory physics questions.

[Phys. Rev. Phys. Educ. Res. 12, 010122] Published Wed Mar 16, 2016

Exploring possible selves in a first-year physics foundation class: Engaging students by establishing relevance


Author(s): Dawn Bennett, Lynne Roberts, and Christine Creagh

Engaging first-year university physics students through the use of ‘possible selves’ to encourage explicit reflection on course learning in terms of future career aspirations.

[Phys. Rev. Phys. Educ. Res. 12, 010120] Published Mon Mar 07, 2016

Taiwanese middle school students’ materialistic concepts of sound


Author(s): Haim Eshach, Tzu-Chiang Lin, and Chin-Chung Tsai

Materialistic thinking is a barrier to students’ developing a scientific understanding of sound.

[Phys. Rev. Phys. Educ. Res. 12, 010119] Published Fri Mar 04, 2016

Sophisticated epistemologies of physics versus high-stakes tests: How do elite high school students respond to competing influences about how to learn physics?


Author(s): Sevda Yerdelen-Damar and Andrew Elby

High-stakes testing can result in students choosing surface approaches to learning instead over deeper approaches.

[Phys. Rev. Phys. Educ. Res. 12, 010118] Published Fri Feb 26, 2016

Editorial: Focused Collection: Preparing and Supporting University Physics Educators


Author(s): Rachel E. Scherr and MacKenzie R. Stetzer

[Phys. Rev. Phys. Educ. Res. 12, 010002] Published Mon Feb 22, 2016

Becoming physics people: Development of integrated physics identity through the Learning Assistant experience


Author(s): Eleanor W. Close, Jessica Conn, and Hunter G. Close

Participation in a learning assistant program supports both stronger physics student and instructor identity, and reconciles these into a coherent integrated physics identity.

[Phys. Rev. Phys. Educ. Res. 12, 010109] Published Mon Feb 22, 2016

How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction


Author(s): Melissa Dancy, Charles Henderson, and Chandra Turpen

Faculty generally modify specific instructional strategies and may modify out essential components.

[Phys. Rev. Phys. Educ. Res. 12, 010110] Published Mon Feb 22, 2016

Characterizing pedagogical practices of university physics students in informal learning environments


Author(s): Kathleen A. Hinko, Peter Madigan, Eric Miller, and Noah D. Finkelstein

When students interact with children in after-school programs, they display three main pedagogical modalities: instruction, consultation, and participation.

[Phys. Rev. Phys. Educ. Res. 12, 010111] Published Mon Feb 22, 2016

Designing for sustained adoption: A model of developing educational innovations for successful propagation


Author(s): Raina Khatri, Charles Henderson, Renée Cole, Jeffrey E. Froyd, Debra Friedrichsen, and Courtney Stanford

To effectively propagate instructional strategies, developers should interact with users during development and dissemination and support adopters.

[Phys. Rev. Phys. Educ. Res. 12, 010112] Published Mon Feb 22, 2016

Framework for transforming departmental culture to support educational innovation


Author(s): Joel C. Corbo, Daniel L. Reinholz, Melissa H. Dancy, Stanley Deetz, and Noah Finkelstein

A research-based framework for promoting institutional change in higher education.

[Phys. Rev. Phys. Educ. Res. 12, 010113] Published Mon Feb 22, 2016

Design and application of a framework for examining the beliefs and practices of physics teaching assistants


Author(s): Benjamin T. Spike and Noah D. Finkelstein

Validated framework examines how physics teaching assistants talk about and engage in physics teaching.

[Phys. Rev. Phys. Educ. Res. 12, 010114] Published Mon Feb 22, 2016

Research-based assessment affordances and constraints: Perceptions of physics faculty


Author(s): Adrian Madsen, Sarah B. McKagan, Mathew Sandy Martinuk, Alexander Bell, and Eleanor C. Sayre

Faculty are interested in using research-based assessments of their students’ learning, but want practical help, community and expert advice, and comparisons to others’ results.

[Phys. Rev. Phys. Educ. Res. 12, 010115] Published Mon Feb 22, 2016

Perceived affordances and constraints regarding instructors’ use of Peer Instruction: Implications for promoting instructional change


Author(s): Chandra Turpen, Melissa Dancy, and Charles Henderson

Faculty choose to use Peer Instruction because it is not lecture, and because they have had positive experiences with it.

[Phys. Rev. Phys. Educ. Res. 12, 010116] Published Mon Feb 22, 2016

Learning from avatars: Learning assistants practice physics pedagogy in a classroom simulator


Author(s): Jacquelyn J. Chini, Carrie L. Straub, and Kevin H. Thomas

Learning assistants practice physics pedagogy in a highly immersive mixed-reality classroom simulator.

[Phys. Rev. Phys. Educ. Res. 12, 010117] Published Mon Feb 22, 2016

Mechanical waves conceptual survey: Its modification and conversion to a standard multiple-choice test


Author(s): Pablo Barniol and Genaro Zavala

Introducing the mechanical waves conceptual survey.

[Phys. Rev. Phys. Educ. Res. 12, 010107] Published Thu Feb 18, 2016

Generalizing a categorization of students’ interpretations of linear kinematics graphs


Author(s): Laurens Bollen, Mieke De Cock, Kristina Zuza, Jenaro Guisasola, and Paul van Kampen

The ability to find the slope at a given location on a context-free graph does not predict student success in finding the instantaneous velocity at a given location on a distance versus time graph.

[Phys. Rev. Phys. Educ. Res. 12, 010108] Published Thu Feb 18, 2016

Undergraduate student construction and interpretation of graphs in physics lab activities


Author(s): Ryan S. Nixon, T. J. Godfrey, Nicholas T. Mayhew, and Craig C. Wiegert

Students can take measurements in an undergraduate lab and construct a good graph without understanding the underlying physics phenomena.

[Phys. Rev. Phys. Educ. Res. 12, 010104] Published Tue Feb 16, 2016

Computer problem-solving coaches for introductory physics: Design and usability studies


Author(s): Qing X. Ryan, Evan Frodermann, Kenneth Heller, Leonardo Hsu, and Andrew Mason

Usability tests reveal features that make computer coaches attractive to students.

[Phys. Rev. Phys. Educ. Res. 12, 010105] Published Tue Feb 16, 2016

Student reasoning about graphs in different contexts


Author(s): Lana Ivanjek, Ana Susac, Maja Planinic, Aneta Andrasevic, and Zeljka Milin-Sipus

Students have poor conceptual understanding of graphical features, such as slope and area under the curve, that are commonly used in introductory physics teaching.

[Phys. Rev. Phys. Educ. Res. 12, 010106] Published Tue Feb 16, 2016

Enabling and challenging factors in institutional reform: The case of SCALE-UP


Author(s): Kathleen Foote, Alexis Knaub, Charles Henderson, Melissa Dancy, and Robert J. Beichner

Local success, administrative support, interaction with outside users and funding are common features of successful implementations of SCALE-UP.

[Phys. Rev. Phys. Educ. Res. 12, 010103] Published Thu Feb 04, 2016

Assessing the impact of representational and contextual problem features on student use of right-hand rules


Author(s): Mary Bridget Kustusch

Developing a deeper understanding of student difficulties applying right-hand rules.

[Phys. Rev. Phys. Educ. Res. 12, 010102] Published Wed Jan 27, 2016

Editorial: Renaming Physical Review Special Topics—Physics Education Research


Author(s): Charles Henderson
[Phys. Rev. Phys. Educ. Res. 12, 010001] Published Mon Jan 25, 2016

Unexpected attitudinal growth in a course combining reformed curricula


Author(s): Michael M. Hull, Beth A. Lindsey, Matthew Archambault, Kathleen Davey, and Amy Y. Liu

Developing a deeper understanding of instructional practices that can improve student attitudes about learning.

[Phys. Rev. Phys. Educ. Res. 12, 010101] Published Mon Jan 25, 2016