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Commeford, Kelley; Brewe, Eric; Traxler, Adrienne – Physical Review Physics Education Research, 2022
The vast majority of research involving active learning pedagogies uses passive lecture methods as a baseline. We propose to move beyond such comparisons to understand the mechanisms that make different active learning styles unique. Here, we use COPUS observations to record student and instructor activities in six known styles of active learning…
Descriptors: Active Learning, Teaching Methods, Cognitive Style, Physics
Brewe, Eric; Traxler, Adrienne; Scanlin, Sarah – Physical Review Physics Education Research, 2021
We surveyed a national sample of United States physics faculty about the COVID-19 transition to online learning. Most faculty had 1-2 weeks to prepare and no experience with teaching online. They relied on department peers to discuss approaches and used lecture adaptations such as video conferencing rather than new curricular elements. Their…
Descriptors: Web Based Instruction, Online Courses, Anxiety, College Faculty
Commeford, Kelley; Brewe, Eric; Traxler, Adrienne – Physical Review Physics Education Research, 2021
This study uses social network analysis and the classroom observation protocol for undergraduate STEM (COPUS) to characterize six research-based introductory physics curricula. Peer Instruction, Modeling Instruction, ISLE, SCALE-UP, Context-Rich Problems, and Tutorials in Introductory Physics were investigated. Students in each curriculum were…
Descriptors: Active Learning, Physics, Undergraduate Students, Introductory Courses
Wells, James; Henderson, Rachel; Traxler, Adrienne; Miller, Paul; Stewart, John – Physical Review Physics Education Research, 2020
Investigating student learning and understanding of conceptual physics is a primary research area within physics education research. Multiple quantitative methods have been employed to analyze commonly used mechanics conceptual inventories: the Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE). Recently,…
Descriptors: Physics, Science Education, Educational Research, Scientific Concepts
Wells, James; Henderson, Rachel; Stewart, John; Stewart, Gay; Yang, Jie; Traxler, Adrienne – Physical Review Physics Education Research, 2019
Module analysis for multiple-choice responses (MAMCR) was applied to a large sample of Force Concept Inventory (FCI) pretest and post-test responses (N[subscript pre] = 4509 and N[subscript post] = 4716) to replicate the results of the original MAMCR study and to understand the origins of the gender differences reported in a previous study of this…
Descriptors: Physics, Misconceptions, Science Tests, Scientific Concepts
Henderson, Rachel; Stewart, John; Traxler, Adrienne – Physical Review Physics Education Research, 2019
Over the last decade, the "gender gap" in physics conceptual inventory scores has been extensively studied by the physics education research community. Researchers have identified many factors that influence the overall differences in post-test scores between men and women. More recently, it has been shown that the Force Concept…
Descriptors: Gender Differences, Scientific Concepts, Physics, Science Instruction
Traxler, Adrienne; Henderson, Rachel; Stewart, John; Stewart, Gay; Papak, Alexis; Lindell, Rebecca – Physical Review Physics Education Research, 2018
Research on the test structure of the Force Concept Inventory (FCI) has largely ignored gender, and research on FCI gender effects (often reported as "gender gaps") has seldom interrogated the structure of the test. These rarely crossed streams of research leave open the possibility that the FCI may not be structurally valid across…
Descriptors: Physics, Science Instruction, Sex Fairness, Gender Differences
Henderson, Rachel; Miller, Paul; Stewart, John; Traxler, Adrienne; Lindell, Rebecca – Physical Review Physics Education Research, 2018
Gender gaps on the most widely used conceptual inventories created by physics education researchers have been extensively studied. Most of the research exploring the consistent gender gaps has been performed at the student level using the total evaluation score; less research has been performed examining these assessments at the item level and…
Descriptors: Sex Fairness, Energy, Physics, Motion
Traxler, Adrienne; Garvin, A.; Lindell, Rebecca – Physical Review Physics Education Research, 2018
Discussion forums provide a channel for students to engage with peers and course material outside of class, accessible even to commuter and nontraditional populations. Forums can build classroom community and aid learning, but students do not always take up these tools. We use network analysis to compare three semesters of forum logs from an…
Descriptors: College Students, College Science, Introductory Courses, Physics
Henderson, Rachel; Stewart, Gay; Stewart, John; Michaluk, Lynnette; Traxler, Adrienne – Physical Review Physics Education Research, 2017
The "gender gap" on various physics conceptual evaluations has been extensively studied. Men's average pretest scores on the Force Concept Inventory and Force and Motion Conceptual Evaluation are 13% higher than women's, and post-test scores are on average 12% higher than women's. This study analyzed the gender differences within the…
Descriptors: Gender Differences, Scientific Concepts, Energy, Magnets
Traxler, Adrienne; Brewe, Eric – Physical Review Special Topics - Physics Education Research, 2015
We report on seven years of attitudinal data using the Colorado Learning Attitudes about Science Survey from University Modeling Instruction (UMI) sections of introductory physics at Florida International University. University Modeling Instruction is a curricular and pedagogical transformation of introductory university physics that engages…
Descriptors: Physics, Scientific Attitudes, Introductory Courses, College Students
Brewe, Eric; Traxler, Adrienne; de la Garza, Jorge; Kramer, Laird H. – Physical Review Special Topics - Physics Education Research, 2013
We report on a multiyear study of student attitudes measured with the Colorado Learning Attitudes about Science Survey in calculus-based introductory physics taught with the Modeling Instruction curriculum. We find that five of six instructors and eight of nine sections using Modeling Instruction showed significantly improved attitudes from pre-…
Descriptors: Science Instruction, Introductory Courses, Physics, Modeling (Psychology)