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Stephen Hackler; Emily Elliott; Mark Eichenlaub; Alison M. Sweeney – Physical Review Physics Education Research, 2023
The increasing and diversifying student enrollments in introductory physics courses make reliable, valid, and usable instruments for measuring student skills and gains ever more important. In introductory physics, in addition to teaching facts about mechanics, we also seek to teach our students the skills of "thinking like a physicist,"…
Descriptors: Physics, Science Instruction, Thinking Skills, Test Construction
Geller, Benjamin D.; Rubien, Jack; Hiebert, Sara M.; Crouch, Catherine H. – Physical Review Physics Education Research, 2022
A goal of introductory physics for life sciences (IPLS) curricula is to prepare students to effectively use physical models and quantitative reasoning in biological and medical settings. To assess whether this goal is being met, we conducted a longitudinal study of the impact of IPLS on student work in later biology and chemistry courses. We…
Descriptors: Physics, Biology, Science Instruction, Capstone Experiences
Geller, Benjamin D.; Tipton, Maya; Daniel-Morales, Brandon; Tignor, Nikhil; White, Calvin; Crouch, Catherine H. – Physical Review Physics Education Research, 2022
A central goal of introductory physics for the life sciences (IPLS) is to prepare students to use physics to model and analyze biological situations, a skill of increasing importance for their future studies and careers. Here we report our findings on life science students' ability to carry out a sophisticated biological modeling task at the end…
Descriptors: Science Instruction, Physics, Science Process Skills, Biological Sciences
Lindsey, Beth A.; Nagel, Megan L.; Savani, Brandi N. – Physical Review Physics Education Research, 2019
Electrostatic potential energy is a topic of great difficulty for many students. In this paper, we empirically test the utility of two approaches for laying a foundation for developing an understanding of energy in an electrostatic context, with interdisciplinary relevance. We examine student responses to a question about how the potential energy…
Descriptors: Science Instruction, Energy, Physics, Chemistry
Barringer, Daniel F.; Plummer, Julia D.; Kregenow, Julia; Palma, Christopher – Physical Review Physics Education Research, 2018
[This paper is part of the Focused Collection on Astronomy Education Research.] An increased interest in using video games in educational contexts has led to many innovations in both formal and informal environments. Educational researchers, instructional designers, and educators have sought and developed ways to incorporate video games or…
Descriptors: Introductory Courses, Astronomy, Online Courses, Teaching Methods
Crouch, Catherine H.; Wisittanawat, Panchompoo; Cai, Ming; Renninger, K. Ann – Physical Review Physics Education Research, 2018
In response to national calls for improved physical sciences education for students pursuing careers in the life sciences and medicine, reformed introductory physics for life sciences (IPLS) courses are being developed. This exploratory study is among the first to assess the effect of an IPLS course on students' attitudes, interest, and…
Descriptors: Science Instruction, Student Attitudes, Student Interests, Physics
Geller, Benjamin D.; Turpen, Chandra; Crouch, Catherine H. – Physical Review Physics Education Research, 2018
We explore the sources of student engagement with curricular content in an Introductory Physics for Life Science (IPLS) course at Swarthmore College. Do IPLS students find some life-science contexts more interesting than others, and, if so, what are the sources of these differences? We draw on three sources of student data to answer this question:…
Descriptors: College Students, College Science, Learner Engagement, Introductory Courses
Brown, Benjamin R.; Mason, Andrew; Singh, Chandralekha – Physical Review Physics Education Research, 2016
An earlier investigation found that the performance of advanced students in a quantum mechanics course did not automatically improve from midterm to final exam on identical problems even when they were provided the correct solutions and their own graded exams. Here, we describe a study, which extended over four years, in which upper-level…
Descriptors: Error Correction, Science Instruction, Mechanics (Physics), Quantum Mechanics
Sabo, Hannah C.; Goodhew, Lisa M.; Robertson, Amy D. – Physical Review Physics Education Research, 2016
We report some of the common, prevalent conceptual resources that students used to reason about energy, based on our analysis of written responses to questions given to 807 introductory physics students. These resources include, for example, associating forms of energy with indicators, relating forces and energy, and representing energy…
Descriptors: Energy, Science Instruction, Introductory Courses, Physics
Lindsey, Beth A.; Nagel, Megan L. – Physical Review Special Topics - Physics Education Research, 2015
We have conducted an investigation into how well students in introductory science classes (both physics and chemistry) are able to predict which questions they will or will not be able to answer correctly on an upcoming assessment. An examination of the data at the level of students' overall scores reveals results consistent with the…
Descriptors: Accuracy, Self Evaluation (Individuals), Metacognition, Prediction
Lindsey, Beth A. – Physical Review Special Topics - Physics Education Research, 2014
This paper describes an investigation into student reasoning about potential energy in the context of introductory electrostatics. Similar incorrect reasoning patterns emerged both in written questions administered after relevant instruction and in one-on-one interviews. These reasoning patterns are also prevalent in responses to questions posed…
Descriptors: Logical Thinking, Energy, Introductory Courses, College Science
Harlow, Jason J.?B.; Harrison, David M.; Meyertholen, Andrew – Physical Review Special Topics - Physics Education Research, 2014
We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the…
Descriptors: Physics, Correlation, Student Interests, Introductory Courses
Lin, Shih-Yin; Henderson, Charles; Mamudi, William; Singh, Chandralekha; Yerushalmi, Edit – Physical Review Special Topics - Physics Education Research, 2013
As part of a larger study to understand instructors' considerations regarding the learning and teaching of problem solving in an introductory physics course, we investigated beliefs of first-year graduate teaching assistants (TAs) regarding the use of example solutions in introductory physics. In particular, we examine how the goal of promoting…
Descriptors: Physics, Teaching Methods, Problem Solving, Teaching Assistants
Gaffney, Jon D. H.; Gaffney, Amy L. Housley; Beichner, Robert J. – Physical Review Special Topics - Physics Education Research, 2010
We present a measure, which we have named the Pedagogical Expectancy Violation Assessment (PEVA), for instructors to gauge one aspect of the success of their implementation of pedagogical reform by assessing the expectations and experiences of the students in the classroom. We implemented the PEVA in four physics classes at three institutions that…
Descriptors: Measures (Individuals), Undergraduate Students, Student Experience, Expectation