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Hitt, G. W.; Isakovic, A. F.; Fawwaz, O.; Bawa'aneh, M. S.; El-Kork, N.; Makkiyil, S.; Qattan, I. A. – Physical Review Special Topics - Physics Education Research, 2014
We report on efforts to design the "Collaborative Workshop Physics" (CWP) instructional strategy to deliver the first interactive engagement (IE) physics course at Khalifa University of Science, Technology and Research (KU), United Arab Emirates (UAE). To our knowledge, this work reports the first calculus-based, introductory mechanics…
Descriptors: Teaching Methods, Physics, Grades (Scholastic), Language Proficiency
Han, Jing; Bao, Lei; Chen, Li; Cai, Tianfang; Pi, Yuan; Zhou, Shaona; Tu, Yan; Koenig, Kathleen – Physical Review Special Topics - Physics Education Research, 2015
The Force Concept Inventory (FCI) is a 30-question multiple-choice assessment that has been a building block for much of the physics education research done today. In practice, there are often concerns regarding the length of the test and possible test-retest effects. Since many studies in the literature use the mean score of the FCI as the…
Descriptors: Physics, Multiple Choice Tests, Science Instruction, Scores
Nguyen, Dong-Hai; Rebello, N. Sanjay – Physical Review Special Topics - Physics Education Research, 2011
This study investigates how students understand and apply the area under the curve concept and the integral-area relation in solving introductory physics problems. We interviewed 20 students in the first semester and 15 students from the same cohort in the second semester of a calculus-based physics course sequence on several problems involving…
Descriptors: Science Instruction, Mathematical Concepts, Physics, Calculus
Christensen, Warren M.; Thompson, John R. – Physical Review Special Topics - Physics Education Research, 2012
By analysis of student use of mathematics in responses to conceptual physics questions, as well as analogous math questions stripped of physical meaning, we have previously found evidence that students often enter upper-level physics courses lacking the assumed prerequisite mathematics knowledge and/or the ability to apply it productively in a…
Descriptors: Physics, Mathematics, Fundamental Concepts, Mathematical Concepts
Wilcox, Bethany R.; Pollock, Steven J. – Physical Review Special Topics - Physics Education Research, 2015
Separation of variables can be a powerful technique for solving many of the partial differential equations that arise in physics contexts. Upper-division physics students encounter this technique in multiple topical areas including electrostatics and quantum mechanics. To better understand the difficulties students encounter when utilizing the…
Descriptors: Physics, Advanced Students, Problem Solving, Calculus
Bollen, Laurens; van Kampen, Paul; De Cock, Mieke – Physical Review Special Topics - Physics Education Research, 2015
Understanding Maxwell's equations in differential form is of great importance when studying the electrodynamic phenomena discussed in advanced electromagnetism courses. It is therefore necessary that students master the use of vector calculus in physical situations. In this light we investigated the difficulties second year students at KU Leuven…
Descriptors: Foreign Countries, Calculus, Electronics, Magnets
Lin, Shih-Yin; Singh, Chandralekha – Physical Review Special Topics - Physics Education Research, 2015
It is well known that introductory physics students often have alternative conceptions that are inconsistent with established physical principles and concepts. Invoking alternative conceptions in the quantitative problem-solving process can derail the entire process. In order to help students solve quantitative problems involving strong…
Descriptors: Scaffolding (Teaching Technique), Introductory Courses, Physics, Problem Solving
Wittmann, Michael C.; Black, Katrina E. – Physical Review Special Topics - Physics Education Research, 2015
Students learning to separate variables in order to solve a differential equation have multiple ways of correctly doing so. The procedures involved in "separation" include "division" or "multiplication" after properly "grouping" terms in an equation, "moving" terms (again, at times grouped) from…
Descriptors: Mathematics, Calculus, Problem Solving, Mechanics (Physics)
Heron, Paula R. L. – Physical Review Special Topics - Physics Education Research, 2015
The impact of lecture instruction on student conceptual understanding in physics has been the subject of research for several decades. Most studies have reported disappointingly small improvements in student performance on conceptual questions despite direct instruction on the relevant topics. These results have spurred a number of attempts to…
Descriptors: Lecture Method, Science Instruction, Physics, Introductory Courses
Kontur, F.?J.; de La Harpe, K.; Terry, N.?B. – Physical Review Special Topics - Physics Education Research, 2015
We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam…
Descriptors: Homework, Educational Benefits, Physics, Introductory Courses
Lasry, Nathaniel; Charles, Elizabeth; Whittaker, Chris – Physical Review Special Topics - Physics Education Research, 2014
Technology-rich student-centered classrooms such as SCALE-UP and TEAL are designed to actively engage students. We examine what happens when the design of the classroom (conventional or teacher-centered versus student-centered classroom spaces) is consistent or inconsistent with the teacher's epistemic beliefs about learning and teaching…
Descriptors: Teaching Methods, Educational Technology, Quasiexperimental Design, Comparative Analysis
Smith, Trevor I.; Thompson, John R.; Mountcastle, Donald B. – Physical Review Special Topics - Physics Education Research, 2013
One goal of physics instruction is to have students learn to make physical meaning of specific mathematical expressions, concepts, and procedures in different physical settings. As part of research investigating student learning in statistical physics, we are developing curriculum materials that guide students through a derivation of the Boltzmann…
Descriptors: Science Instruction, Mechanics (Physics), Mathematics, Scientific Concepts
Lin, Shih-Yin; Singh, Chandralekha – Physical Review Special Topics - Physics Education Research, 2013
In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. 382 students from a calculus-based and an algebra-based introductory physics course were administered a quiz in the recitation…
Descriptors: Physics, Science Instruction, Problem Solving, Scaffolding (Teaching Technique)
Stewart, John; Stewart, Gay; Taylor, Jennifer – Physical Review Special Topics - Physics Education Research, 2012
Student use of out-of-class time was measured for four years in the introductory second-semester calculus-based physics course at the University of Arkansas. Two versions of the course were presented during the time of the measurement. In both versions, the total out-of-class time a student invested in the course explained less than 1% of the…
Descriptors: Physics, Calculus, Introductory Courses, College Science
Pepper, Rachel E.; Chasteen, Stephanie V.; Pollock, Steven J.; Perkins, Katherine K. – Physical Review Special Topics - Physics Education Research, 2012
We discuss common difficulties in upper-division electricity and magnetism (E&M) in the areas of Gauss's law, vector calculus, and electric potential using both quantitative and qualitative evidence. We also show that many of these topical difficulties may be tied to student difficulties with mathematics. At the junior level, some students…
Descriptors: Evidence, Calculus, Pragmatics, Scientific Concepts