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Bao, Lei; Fritchman, Joseph C. – Physical Review Physics Education Research, 2021
Newton's third law is one of the most important concepts learned early in introductory mechanics courses; however, ample studies have documented a wide range of students' misconceptions and fragmented understandings of this concept that are difficult to change through traditional instruction. This research develops a conceptual framework model to…
Descriptors: Science Education, Scientific Principles, Physics, Teaching Methods
Aiken, John M.; De Bin, Riccardo; Lewandowski, H. J.; Caballero, Marcos D. – Physical Review Physics Education Research, 2021
Across the field of education research there has been an increased focus on the development, critique, and evaluation of statistical methods and data usage due to recently created, very large datasets and machine learning techniques. In physics education research (PER), this increased focus has recently been shown through the 2019 Physical Review…
Descriptors: Physics, Science Education, Educational Research, Statistical Analysis
Shoji, Yoshihiko; Munejiri, Shuji; Kaga, Eiko – Physical Review Physics Education Research, 2021
In this study, we evaluate the validity of question 29 (Q.29) in the Force Concept Inventory (FCI), which requires an understanding of atmospheric pressure. At least in some Japanese physics classes, the rate of the correct answer to Q.29 is reduced between the pretest and post-test. To examine this deterioration of a student's response, we…
Descriptors: Science Tests, Physics, Test Validity, Pretests Posttests
Stewart, John; Drury, Byron; Wells, James; Adair, Aaron; Henderson, Rachel; Ma, Yunfei; Perez-Lemonche, Ángel; Pritchard, David – Physical Review Physics Education Research, 2021
This study reports an analysis of the Force Concept Inventory (FCI) using item response curves (IRC)--the fraction of students selecting each response to an item as a function of their total score. Three large samples (N = 9606, 4360, and 1439) of calculus-based physics students were analyzed. These were drawn from three land-grant institutions…
Descriptors: Physics, Science Instruction, Scientific Concepts, Item Response Theory
Wan, Tong; Doty, Constance M.; Geraets, Ashley A.; Nix, Christopher A.; Saitta, Erin K. H.; Chini, Jacquelyn J. – Physical Review Physics Education Research, 2021
In this study, we evaluate the impact of rehearsing teaching skills in a mixed-reality classroom simulator on graduate teaching assistants' (GTAs) instructional practices as well as undergraduate student learning outcomes. The simulator training is intended to provide GTAs opportunities to deliberately practice essential pedagogical skills that…
Descriptors: Graduate Students, Physics, Science Instruction, Undergraduate Students
Gifford, Julian D.; Finkelstein, Noah D. – Physical Review Physics Education Research, 2021
This paper extends prior work establishing an operationalized framework of mathematical sense making (MSM) in physics. The framework differentiates between the object being understood (either physical or mathematical) and various tools (physical or mathematical) used to mediate the sense-making process. This results in four modes of MSM that can…
Descriptors: Curriculum Design, Multiple Choice Tests, Correlation, Problem Solving
Mason, Andrew J. – Physical Review Physics Education Research, 2021
This paper is a follow-up to a previous study, in which students (predominately life science majors) were found to self-express achievement goals with regard to a pre-lab problem-solving exercise in an algebra-based introductory physics course. In this paper, the same sampled population was also asked in the same feedback survey to discuss what…
Descriptors: Majors (Students), Physics, Science Instruction, Introductory Courses
White Brahmia, Suzanne; Olsho, Alexis; Smith, Trevor I.; Boudreaux, Andrew; Eaton, Philip; Zimmerman, Charlotte – Physical Review Physics Education Research, 2021
One desired outcome of introductory physics instruction is that students will develop facility with reasoning quantitatively about physical phenomena. Little research has been done regarding how students develop the algebraic concepts and skills involved in reasoning productively about physics quantities, which is different from either…
Descriptors: Mathematics Skills, Thinking Skills, Physics, Science Instruction
Xiao, Yang; Xu, Guiqing; Han, Jing; Xiao, Hua; Xiong, Jianwen; Bao, Lei – Physical Review Physics Education Research, 2020
Concept inventories (CIs) are commonly used in pre-post instruction to study student conceptual change. For consistency in assessment interpretation, a CI's assessment construct is desired to maintain invariance across different test times. In this study, the longitudinal measurement invariance (LMI) analysis under the confirmatory factor analysis…
Descriptors: Science Education, Science Instruction, Teaching Methods, Mechanics (Physics)
Durk, Jessie; Davies, Ally; Hughes, Robin; Jardine-Wright, Lisa – Physical Review Physics Education Research, 2020
Female students and those with a low socioeconomic status (SES) typically score lower in assessments of self-efficacy and ability in science, technology, engineering, and mathematics (STEM). In this study, a cohort of over 200 UK students attended an intensive, active learning, physics workshop, with pre- and post-assessments to measure both…
Descriptors: Active Learning, Workshops, Pretests Posttests, Physics
Coletta, Vincent P.; Steinert, Jeffrey J. – Physical Review Physics Education Research, 2020
Recently, Nissen et al. argued in this journal for the use of Cohen's d, in place of the more commonly used normalized gain, in the analysis of preinstruction and postinstruction scores on concept inventories used to measure the effectiveness of instruction. Their reason for advocating such a change is that they say normalized gains are…
Descriptors: Physics, Science Tests, Scores, Test Norms
Morphew, Jason W.; Gladding, Gary E.; Mestre, Jose P. – Physical Review Physics Education Research, 2020
Students must actively engage in problem solving to effectively learn in introductory physics courses. However, students often get stuck and are not able to make progress when solving problems outside of their current ability, particularly when one-on-one tutoring and instructor office hours are a limited resource. One effective technique consists…
Descriptors: Metacognition, Problem Solving, Introductory Courses, Physics
Warren, Aaron R. – Physical Review Physics Education Research, 2020
The evaluation of hypotheses, and the ability to learn from critical reflection on experimental and theoretical tests of those hypotheses, is central to an authentic practice of physics. A large part of physics education therefore seeks to help students understand the significance of this kind of reflective practice and to develop the strategies…
Descriptors: Epistemology, Bayesian Statistics, Physics, Science Instruction
Yang, Jie; Wells, James; Henderson, Rachel; Christman, Elaine; Stewart, Gay; Stewart, John – Physical Review Physics Education Research, 2020
Brewe, Bruun, and Bearden first applied network analysis to understand patterns of incorrect conceptual physics reasoning in multiple-choice instruments introducing the module analysis for multiple-choice responses (MAMCR) algorithm. Wells et al. proposed an extension to the algorithm which allowed the analysis of large datasets called modified…
Descriptors: Physics, Scientific Concepts, Multiple Choice Tests, Statistical Analysis
Porter, C. D.; Heckler, A.F. – Physical Review Physics Education Research, 2019
Quantum mechanics is a notoriously counterintuitive subject within physics and has been the subject of a number of studies at the undergraduate level, and a few pioneering studies at the graduate level. The sketching of wave functions in a confining well is in one sense one of the most basic activities in quantum mechanics. But in another sense,…
Descriptors: Graduate Students, Student Attitudes, Misconceptions, Quantum Mechanics