Graduate students, particularly minoritized students, feel unprepared to choose a research group and can benefit from enhanced support in making this choice.
Neurodivergent students experience unnecessary barriers to success in physics from assessment that is not constructed for how neurodivergent physicists perform physics-related tasks.
Phys. Rev. Phys. Educ. Res. 20, 010109 (2024) – Published 23 February 2024
ChatGPT does well at proposing productive strategies for solving problems on the test of understanding graphs in kinematics, but does poorly at getting correct answers due to limited ability to visually interpret graphs.
Christopher Wheatley, James Wells, and John Stewart
Phys. Rev. Phys. Educ. Res. 20, 010104 (2024) – Published 6 February 2024
Modified module analysis revealed communities of answers to the Brief Electricity and Magnetism Assessment based on incorrect answers and the structure of the instrument itself.
Phys. Rev. Phys. Educ. Res. 20, 010105 (2024) – Published 12 February 2024
The strong reliance on idealized toy models to illustrate concepts in statistical mechanics may not be sufficient to support high quality student learning.
Phys. Rev. Phys. Educ. Res. 20, 010109 (2024) – Published 23 February 2024
ChatGPT does well at proposing productive strategies for solving problems on the test of understanding graphs in kinematics, but does poorly at getting correct answers due to limited ability to visually interpret graphs.
Phys. Rev. Phys. Educ. Res. 20, 010110 (2024) – Published 27 February 2024
Using gradational measures of femininity, masculinity, and androgeny one finds that physics students perceptions differ from binary gender of men and women.
Neurodivergent students experience unnecessary barriers to success in physics from assessment that is not constructed for how neurodivergent physicists perform physics-related tasks.
Phys. Rev. Phys. Educ. Res. 20, 010112 (2024) – Published 5 March 2024
The senior high school entrance examination can be improved by including more items focused on assessing higher-order visual cognitive skills such as evaluating and creating visual representations.
Phys. Rev. Phys. Educ. Res. 20, 010116 (2024) – Published 22 March 2024
Artificial intelligence tools are not currently suitable for assessing individual student work, but can be used to summarize the level of a class’ understanding for the purpose of adjusting instruction.
Melissa Dancy, Charles Henderson, Naneh Apkarian, Estrella Johnson, Marilyne Stains, Jeffrey R. Raker, and Alexandra Lau
Phys. Rev. Phys. Educ. Res. 20, 010119 (2024) – Published 2 April 2024
A survey of physics instructors shows that self-reported knowledge and use of research-based instructional strategies has increased, but strategy use is centered on pedagogies designed to help a lecture-based classroom.
Danijela Dodlek, Gorazd Planinsic, and Eugenia Etkina
Phys. Rev. Phys. Educ. Res. 20, 010120 (2024) – Published 5 April 2024
Physics teachers are adept at identifying student reasoning in explanations, but in responding they primarily focus on correcting reasoning rather than building on existing student understanding.
Phys. Rev. Phys. Educ. Res. 20, 010124 (2024) – Published 12 April 2024
Physics students can use substance-based reasoning about current in simple circuits in ways that can provide a productive starting place for instruction on circuits.
Shams El-Adawy, Alexandra C. Lau, Eleanor C. Sayre, and Claudia Fracchiolla
Phys. Rev. Phys. Educ. Res. 20, 010125 (2024) – Published 11 April 2024
The motivations and professional development needs of physicists who engage with the public, capturing the findings that can used as the basis for meaningful support of practitioners of informal physics.
Phys. Rev. Phys. Educ. Res. 20, 010128 (2024) – Published 26 April 2024
According to academic and industrial physicists, learning goals do not differ much between an introductory and a computationally-integrated introductory physics class.
Phys. Rev. Phys. Educ. Res. 20, 010130 (2024) – Published 26 April 2024
Educational efforts that focus on reducing the gender gap in physics self-efficacy may result in reductions of the gender gap in physics identity, recognition, and interest.
Josephine C. Meyer, Gina Passante, and Bethany Wilcox
Phys. Rev. Phys. Educ. Res. 20, 010131 (2024) – Published 2 May 2024
Quantum information science education programs are less common in rural states and at institutions serving higher populations of low-income students, risking the exclusion of rural and low income populations from quantum careers.
Phys. Rev. Phys. Educ. Res. 20, 010133 (2024) – Published 3 May 2024
A longitudinal study using social network analysis reveals that patterns of peer recognition change over time, and that peer recognition is related to both student outspokenness and academic performance.
Phys. Rev. Phys. Educ. Res. 20, 010134 (2024) – Published 3 May 2024
Analysis of student discussions in Peer Instruction indicate students engage in decoding of problem statements, explanations with examples, and explanations with models.
Saeed Salimpour, Michael Fitzgerald, and Robert Hollow
Phys. Rev. Phys. Educ. Res. 20, 010135 (2024) – Published 6 May 2024
The K-12 astronomy curriculum in multiple countries is significantly disjointed, thus missing opportunities to engage students in deeper, more connected learning.
Graduate students, particularly minoritized students, feel unprepared to choose a research group and can benefit from enhanced support in making this choice.
Moire K. M. Prescott, Laura Madson, Sandra M. Way, and Kelly N. Sanderson
Phys. Rev. Phys. Educ. Res. 20, 010140 (2024) – Published 10 May 2024
Standard mindset surveys are not able to predict how an undergraduate student will actually behave when faced with the challenges of learning something new.
Kristin A. Oliver, Victoria Borish, Bethany R. Wilcox, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 20, 010142 (2024) – Published 16 May 2024
Photovoice methodology can provide insights into student experiences and perspectives that may not be captured through traditional reflection questions.
Geoff Potvin, Zahra Hazari, Raina Khatri, Hemeng Cheng, T. Blake Head, Robynne M. Lock, Anne F. Kornahrens, Kathryne Sparks Woodle, Rebecca E. Vieyra, Beth A. Cunningham, Laird Kramer, and Theodore Hodapp
Phys. Rev. Phys. Educ. Res. 20, 018002 (2024) – Published 22 March 2024