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Svensson, Kim; Campos, Esmeralda – Physical Review Physics Education Research, 2022
The study of students' use of representations is one of the main topics of physics education research and is guided by the overarching field of semiotics. In this paper we compare two semiotic frameworks, one coming from didactics of mathematics and one from physics education research; "the theory of registers of semiotic…
Descriptors: Comparative Analysis, Semiotics, Science Instruction, Physics
Rangkuti, Muhammad Aswin; Karam, Ricardo – Physical Review Physics Education Research, 2022
Student difficulties with making sense of graphs in physics have been thoroughly reported. In the study of one-dimensional waves, the issue is even trickier since the amplitude is a function of two variables (position and time). In this work, we investigate students' reasoning and difficulties with interpreting the graphical representation of the…
Descriptors: Physics, Science Instruction, Scientific Concepts, Graphs
Miller, Kelly; Kestin, Greg; Miller, Olivia – Physical Review Physics Education Research, 2022
Two-stage collaborative exams are an increasingly popular form of formative assessment which have shown promising results in promoting student learning. While the benefit of two-stage collaborative exams is well researched, there is no clear consensus on the best way of implementing them--specifically with respect to forming student groups. In…
Descriptors: Gender Differences, Formative Evaluation, Cooperation, Introductory Courses
Langendorf, Ronja; Schneider, Susanne; Klein, Pascal – Physical Review Physics Education Research, 2022
The Hertzsprung-Russell diagram (HRD) is a fundamental representation in stellar physics. It contains information about key properties of stars and allows inferences about stellar evolution. The use of the HRD is an important disciplinary activity in astrophysics. For example, it is particularly important to have a graphical understanding of the…
Descriptors: Physics, Science Instruction, Visual Aids, Benchmarking
Quan, Gina M.; Turpen, Chandra; Elby, Andrew – Physical Review Physics Education Research, 2022
We analyze the identity trajectory of a single case study, Cassidy, within the physics community. We focus our analysis on two settings in the physics community: an undergraduate research experience, and undergraduate coursework. We use video data from three interviews (spanning roughly fifteen months) to longitudinally analyze shifts in…
Descriptors: Physics, Science Education, Self Concept, Longitudinal Studies
Izadi, Dena; Willison, Julia; Finkelstein, Noah; Fracchiolla, Claudia; Hinko, Kathleen – Physical Review Physics Education Research, 2022
Informal physics programs bring physicists together with youth and adults from local communities to engage with physics content outside of classroom settings. These public engagement or "physics outreach" programs are a significant endeavor of the physics community; however, we lack a systemic documentation of these efforts, which makes…
Descriptors: Physics, Science Instruction, Equal Education, Inclusion
Werth, Alexandra; Oliver, Kristin; West, Colin G.; Lewandowski, H. J. – Physical Review Physics Education Research, 2022
[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] Over the last decade, course-based undergraduate research experiences (CUREs) have been recognized as a way to improve undergraduate science, technology, engineering, and mathematics education by engaging students in authentic research…
Descriptors: Undergraduate Students, Student Research, Teamwork, Science Instruction
Wheatley, Christopher; Wells, James; Pritchard, David E.; Stewart, John – Physical Review Physics Education Research, 2022
The Force Concept Inventory (FCI) is a popular multiple-choice instrument used to measure a student's conceptual understanding of Newtonian mechanics. Recently, a network analytic technique called module analysis has been used to identify responses to the FCI and other conceptual instruments that are preferentially selected together by students;…
Descriptors: Physics, Science Instruction, Concept Formation, Scientific Concepts
Tran, Khanh; Barrera, Ana Maria; Coble, Kim; Arreguin, Mireya; Harris, Marissa; Macha-Lopez, Alex; Perez, Michaela; Eroy-Reveles, Alegra – Physical Review Physics Education Research, 2022
At a large, diverse, hispanic-serving, master's-granting university, the Alma Project was created to support the rich connections of life experiences of science, technology, engineering, and mathematics (STEM) students that come from racially diverse backgrounds through reflective journaling. Utilizing frameworks in ethnic studies and social…
Descriptors: Cultural Capital, Algebra, Physics, Science Instruction
Wörner, Salome; Becker, Sebastian; Küchemann, Stefan; Scheiter, Katharina; Kuhn, Jochen – Physical Review Physics Education Research, 2022
Optics is a core field in the curricula of secondary physics education. In this study, we present the development and validation of a test instrument in the field of optics, the ray optics in converging lenses concept inventory (ROC-CI). It was developed for and validated with middle school students, but can also be adapted for the use in higher…
Descriptors: Optics, Physics, Science Instruction, Concept Formation
Randolph, Jessi; Perry, Jonathan; Donaldson, Jonan Phillip; Rethman, Callie; Erukhimova, Tatiana – Physical Review Physics Education Research, 2022
Gender bias, reduced sense of belonging, and lower physics self-efficacy are among the challenges faced by women who choose to study physics. Prior studies focusing on this underrepresented group have examined the experiences and impacts of formal educational settings, leaving the impact of informal physics programs, frequently called outreach…
Descriptors: Womens Education, Females, Gender Bias, Physics
Hoehn, Jessica R.; Lewandowski, H. J. – Physical Review Physics Education Research, 2022
Students sometimes learn about a model of the "scientific method" that is linear and clear cut. While this approach may have pedagogical advantages, it does not reflect how science is often done in practice. The Experimental Modeling Framework (EMF) describes the complex and iterative process of experimentation in the domain of physics,…
Descriptors: Undergraduate Students, Student Attitudes, Scientific Attitudes, Scientific Methodology
Timonen, Laura; Juuti, Kalle; Harmoinen, Sari – Physical Review Physics Education Research, 2022
Research on student retention in higher education (HE) physics could benefit by studying emotions in the context of engagement and learning. However, popular retention theories include only a narrow selection of emotions, creating a need to look elsewhere. In this study, we borrow the lens of an affective engagement model, the framework of an…
Descriptors: College Students, Foreign Countries, Emotional Response, School Holding Power
Malespina, Alysa; Singh, Chandralekha – Physical Review Physics Education Research, 2022
Creating equitable learning environments has been an area of significant focus for physics education researchers in recent years. Here we introduce a framework that posits that grade penalty is a measure of academic self-concept and investigate if there are gender differences in grade penalties in physics courses for students majoring in physics.…
Descriptors: Science Instruction, Gender Differences, Grades (Scholastic), Physics
Cwik, Sonja; Singh, Chandralekha – Physical Review Physics Education Research, 2022
Students' self-efficacy in physics classes can play a key role in shaping course outcomes. Prior research has shown that women have a lower self-efficacy than men in calculus-based introductory physics courses. We administered a validated survey to 564 students to investigate the gender differences in self-efficacy and how it predicts student…
Descriptors: Gender Differences, Self Efficacy, Physics, Science Instruction