It is well documented that when solving problems experts first search for underlying concepts while students tend to look for equations and previously worked examples. The overwhelming majority of end-of-chapter (EOC) problems in most introductory physics textbooks contain only material and examples discussed in a single chapter, rarely requiring…

We present mathematical learning models--predictions of student's knowledge vs amount of instruction--that are based on assumptions motivated by various theories of learning: tabula rasa, constructivist, and tutoring. These models predict the improvement (on the post-test) as a function of the pretest score due to intervening instruction and also…

Pre-testing and post-testing is a commonly used method in Physics Education Research to assess student learning gains. It is well recognized in the community that timings and incentives in delivering conceptual tests can impact test results. However, it is difficult to control these variables across different studies. As a common practice, a…

Decades of education research have shown that students can simultaneously possess alternate knowledge frameworks and that the development and use of such knowledge are context dependent. As a result of extensive qualitative research, standardized multiple-choice tests such as Force Concept Inventory and Force-Motion Concept Evaluation tests…