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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: 2017-05-27T08:52:07-04:00

 



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

2017-05-19T10:00:00-04:00

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

2017-05-19T10:00:00-04:00

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

2017-05-16T10:00:00-04:00

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

2017-05-15T10:00:00-04:00

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

2017-05-15T10:00:00-04:00

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

2017-05-11T10:00:00-04:00

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

2017-05-08T10:00:00-04:00

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

2017-05-01T10:00:00-04:00

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

2017-05-01T10:00:00-04:00

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

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

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

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

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

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

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

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

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

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

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

2017-03-31T10:00:00-04:00

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

2017-03-10T10:00:00-05:00

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

2017-02-27T10:00:00-05:00

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

2017-02-27T10:00:00-05:00

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

2017-02-17T10:00:00-05:00

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

2017-02-17T10:00:00-05:00

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

2017-02-15T10:00:00-05:00

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

2017-02-03T10:00:00-05:00

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)]

2017-02-03T10:00:00-05:00

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)]

2017-02-03T10:00:00-05:00

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)]

2017-02-03T10:00:00-05:00

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)]

2017-02-03T10:00:00-05:00

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

2017-01-30T10:00:00-05:00

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

2017-01-27T10:00:00-05:00

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

2017-01-25T10:00:00-05:00

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

2017-01-17T10:00:00-05:00

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

2017-01-10T10:00:00-05:00

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

2017-01-09T10:00:00-05:00

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

2017-01-03T10:00:00-05:00

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

2016-12-22T10:00:00-05:00

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

2016-12-16T10:00:00-05:00

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

2016-12-14T10:00:00-05:00

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

2016-11-30T10:00:00-05:00

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



Exclusively visual analysis of classroom group interactions

2016-11-30T10:00:00-05:00

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

2016-11-22T10:00:00-05:00

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

2016-11-21T10:00:00-05:00

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

2016-11-16T10:00:00-05:00

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”

2016-11-16T10:00:00-05:00

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””

2016-11-16T10:00:00-05:00

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

2016-11-10T10:00:00-05:00

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

2016-11-02T10:00:00-04:00

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

2016-10-25T10:00:00-04:00

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

2016-10-25T10:00:00-04:00

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

2016-10-19T10:00:00-04:00

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

2016-10-18T10:00:00-04:00

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

2016-10-03T10:00:00-04:00

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

2016-09-20T10:00:00-04:00

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

2016-09-19T10:00:00-04:00

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?

2016-09-16T10:00:00-04:00

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

2016-09-14T10:00:00-04:00

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

2016-09-07T10:00:00-04:00

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

2016-09-06T10:00:00-04:00

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

2016-09-01T10:00:00-04:00

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

2016-08-23T10:00:00-04:00

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

2016-08-12T10:00:00-04:00

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

2016-08-09T10:00:00-04:00

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

2016-08-05T10:00:00-04:00

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

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

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

2016-08-02T10:00:00-04:00

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



Editorial: Focused Collection: Gender in Physics

2016-08-01T10:00:00-04:00

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

2016-08-01T10:00:00-04:00

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.

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



Gender, experience, and self-efficacy in introductory physics

2016-08-01T10:00:00-04:00

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.

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[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

2016-08-01T10:00:00-04:00

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.

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[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

2016-08-01T10:00:00-04:00

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.

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[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

2016-08-01T10:00:00-04:00

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.

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



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

2016-08-01T10:00:00-04:00

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.

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[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

2016-08-01T10:00:00-04:00

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

2016-08-01T10:00:00-04:00

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.

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[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

2016-08-01T10:00:00-04:00

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.

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[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

2016-08-01T10:00:00-04:00

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.

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[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

2016-08-01T10:00:00-04:00

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.

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



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

2016-08-01T10:00:00-04:00

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.

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



Social cognitive perspective of gender disparities in undergraduate physics

2016-08-01T10:00:00-04:00

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.

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[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

2016-08-01T10:00:00-04:00

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

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

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[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

2016-08-01T10:00:00-04:00

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.

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[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

2016-08-01T10:00:00-04:00

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.

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



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

2016-08-01T10:00:00-04:00

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.

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[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?

2016-07-28T10:00:00-04:00

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.

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[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

2016-07-12T10:00:00-04:00

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.

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



High school students’ representations and understandings of electric fields

2016-07-07T10:00:00-04:00

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

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

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



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

2016-07-05T10:00:00-04:00

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.

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



Characterizing interactive engagement activities in a flipped introductory physics class

2016-06-30T10:00:00-04:00

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.

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



Alternative model for administration and analysis of research-based assessments

2016-06-17T10:00:00-04:00

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.

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



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

2016-06-16T10:00:00-04:00

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.

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



Leveraging a relationship with biology to expand a relationship with physics

2016-06-15T10:00:00-04:00

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.

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



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

2016-06-15T10:00:00-04:00

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.

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[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

2016-06-10T10:00:00-04:00

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

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

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[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

2016-06-09T10:00:00-04:00

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.

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



Developing an action concept inventory

2016-05-26T10:00:00-04:00

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

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

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[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

2016-05-25T10:00:00-04:00

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.

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[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

2016-05-23T10:00:00-04:00

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.

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[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

2016-05-11T10:00:00-04:00

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.

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



Virtual learning environment for interactive engagement with advanced quantum mechanics

2016-04-18T10:00:00-04:00

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.

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[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

2016-04-12T10:00:00-04:00

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

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

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[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

2016-04-07T10:00:00-04:00

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.

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



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

2016-04-05T10:00:00-04:00

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

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

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