Яндекс.Метрика

Tuesday, November 1, 2022

Physical Review Physics Education Research - October 2022

Physical Review Physics Education Research

View Email Online

 

Volume 18, Issue 2 (partial)

July - December 2022
View Issue
Advertisement
Women in Physics Group Grants
Build your on-campus physics community with help from a Women in Physics Group Grant. The APS Committee on the Status of Women in Physics (CSWP) is now accepting proposals from undergraduate and graduate students who are interested in creating new WiP groups or enhancing existing ones. The deadline for proposals is November 21. Learn more »

Advertisement
Sign up for the latest APS Science Trust Project training
The APS Science Trust Project was born out of member-demand to address misinformation about science, which has been increasing due to the broad accessibility of various streams of communication. This free virtual workshop, held on 4 consecutive Tuesdays, starting on November 29, 1:00 - 3:00 p.m. ET, via Zoom, will focus on climate change misinformation, but the skills and methods are appropriate for addressing a wide range of misinformation topics. Register now »
Not an APS member? Join today to start connecting with a community of more than 50,000 physicists.
Phenomenographic analysis of students' conceptual understanding of electric and magnetic interactions
Eder Hernandez, Esmeralda Campos, Pablo Barniol, and Genaro Zavala
Phys. Rev. Phys. Educ. Res. 18, 020101 (2022) – Published 7 July 2022

Different visual representations can influence student responses to questions about electric and magnetic phenomena.

Assessment of knowledge integration in student learning of simple electric circuits
Zengze Liu, Sudong Pan, Xiangqun Zhang, and Lei Bao
Phys. Rev. Phys. Educ. Res. 18, 020102 (2022) – Published 11 July 2022

A concept test for simple electric circuits is effective in identifying features of knowledge integration, including context dependence and fragmentation of knowledge components, memorization-based problem solving, difficulty in transfer to novel contexts, and lack of meaningful connections between microscopic and macroscopic models of electric current.

Percent grade scale amplifies racial or ethnic inequities in introductory physics
Cassandra A. Paul and David J. Webb
Phys. Rev. Phys. Educ. Res. 18, 020103 (2022) – Published 13 July 2022

Switching from percent scale grading scale to a 4.0 grade scale reduces equity gaps by 20-25% without making any other course changes.

Context interactions and physics faculty's professional development: Case study
Shams El-Adawy, Tra Huynh, Mary Bridget Kustusch, and Eleanor C. Sayre
Phys. Rev. Phys. Educ. Res. 18, 020104 (2022) – Published 20 July 2022

It is important to use asset-based models of physics faculty that support the different ways they navigate professional growth in their local context.

Undergraduate student experiences in remote lab courses during the COVID-19 pandemic
Victoria Borish, Alexandra Werth, Nidhal Sulaiman, Michael F. J. Fox, Jessica R. Hoehn, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 18, 020105 (2022) – Published 21 July 2022

Undergraduate physics students who experienced remote labs during COVID-19 were most likely to report positive outcomes when they had access to guidance from their instructors.

Development and illustration of a framework for computational thinking practices in introductory physics
Daniel P. Weller, Theodore E. Bott, Marcos D. Caballero, and Paul W. Irving
Phys. Rev. Phys. Educ. Res. 18, 020106 (2022) – Published 25 July 2022

A framework of 14 computational thinking practices relevant for a high school physics course.

Gaze patterns enhance response prediction: More than correct or incorrect
Sebastian Becker, Stefan Küchemann, Pascal Klein, Andreas Lichtenberger, and Jochen Kuhn
Phys. Rev. Phys. Educ. Res. 18, 020107 (2022) – Published 26 July 2022

Collecting eye-tracking data while students solve a problem allows one to identify the visual strategies and may be useful for predicting the correctness of their responses.

Does confidence in a wrong answer imply a misconception?
Michael M. Hull, Alexandra Jansky, and Martin Hopf
Phys. Rev. Phys. Educ. Res. 18, 020108 (2022) – Published 2 August 2022

A student idea should not be classified as a misconception, even if the student expresses confidence in the idea.

Editors' Suggestion
Students' perspectives on computational challenges in physics class
Paul C. Hamerski, Daryl McPadden, Marcos D. Caballero, and Paul W. Irving
Phys. Rev. Phys. Educ. Res. 18, 020109 (2022) – Published 2 August 2022

A computation-integrated curriculum for high school physics can make science learning more authentic for students who are familiar with computation, and can generate frustration and an aversion towards physics for students who are not.

Student representations of a community of practice
W. Brian Lane and Cortney Headley
Phys. Rev. Phys. Educ. Res. 18, 020110 (2022) – Published 16 August 2022

The communities of practice framework is more useful when it is supplemented with information about how participants perceive the community, for example, the extent to which participants share the community's goals.

Longitudinal analysis of women and men's motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track
Sonja Cwik and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 18, 020111 (2022) – Published 22 August 2022

Even in physics courses in which women are not underrepresented, women have lower physics beliefs, including physics identity, than men.

Effect of group type on group performance in peer-collaborated two-round physics problem solving
Jiwon Lee and Nilüfer Didiş Körhasan
Phys. Rev. Phys. Educ. Res. 18, 020112 (2022) – Published 26 August 2022

When there is a variety of individual answers prior to group discussion in a two-part exam, group performance improves.

Network analysis approach to Likert-style surveys
Robert P. Dalka, Diana Sachmpazidi, Charles Henderson, and Justyna P. Zwolak
Phys. Rev. Phys. Educ. Res. 18, 020113 (2022) – Published 2 September 2022

Network analysis provides a new way to investigate phenomena assessed by Likert-style surveys.

Using the Conceptual Survey of Electricity and Magnetism to investigate progression in student understanding from introductory to advanced levels
Alexandru Maries, Mary Jane Brundage, and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 18, 020114 (2022) – Published 6 September 2022

Many upper-level electricity and magnetism students struggle with introductory concepts even after traditional instruction in their upper-level course.

Validation of a coupled, multiple response assessment for upper-division thermal physics
Katherine D. Rainey, Michael Vignal, and Bethany R. Wilcox
Phys. Rev. Phys. Educ. Res. 18, 020116 (2022) – Published 12 September 2022

The upper-level evaluation for thermodynamics and statistical physics is valid and reliable for use with a diverse population of upper-division physics students.

Visualizing and predicting the path to an undergraduate physics degree at two different institutions
John Stewart, John Hansen, and Eric Burkholder
Phys. Rev. Phys. Educ. Res. 18, 020117 (2022) – Published 15 September 2022

Student attrition from a physics degree occurs differently at different types of institutions; each physics department needs to explore their own data to understand the points where there is an opportunity to improve retention.

Other spaces for young women's identity work in physics: Resources accessed through university-adjacent informal physics learning contexts in Sweden
Allison J. Gonsalves, Anders Johansson, Anne-Sofie Nyström, and Anna T. Danielsson
Phys. Rev. Phys. Educ. Res. 18, 020118 (2022) – Published 19 September 2022

 

Opportunities that emphasize relationship building are effective at encouraging young women to engage in physics.

Conceptual challenges with the graphical representation of the propagation of a pulse in a string
Muhammad Aswin Rangkuti and Ricardo Karam
Phys. Rev. Phys. Educ. Res. 18, 020119 (2022) – Published 21 September 2022

Static representations of intrinsically dynamic phenomena, such as a propagating pulse on a string, are frequently challenging for students to grasp.

Comparison of two semiotic perspectives: How do students use representations in physics?
Kim Svensson and Esmeralda Campos
Phys. Rev. Phys. Educ. Res. 18, 020120 (2022) – Published 26 September 2022

The combined use of two semiotic perspectives provides better information about student physics learning than either perspective alone.

Extracting information from the Hertzsprung-Russell diagram: An eye-tracking study
Ronja Langendorf, Susanne Schneider, and Pascal Klein
Phys. Rev. Phys. Educ. Res. 18, 020121 (2022) – Published 27 September 2022

Students that were most successful at solving problems using the Hertzsprung-Russell diagram became familiar with the diagram and its plotted quantities before attempting the problem solving task.

Self-efficacy and conceptual knowledge in quantum mechanics during teaching reforms and the COVID-19 pandemic
Elina Palmgren, Kimmo Tuominen, and Inkeri Kontro
Phys. Rev. Phys. Educ. Res. 18, 020122 (2022) – Published 4 October 2022

The student-centered pedagogy, prime-time learning, results in high conceptual learning and high self-efficacy, even during remote instruction.

Female physics students gain from facilitating informal physics programs
Jessi Randolph, Jonathan Perry, Jonan Phillip Donaldson, Callie Rethman, and Tatiana Erukhimova
Phys. Rev. Phys. Educ. Res. 18, 020123 (2022) – Published 10 October 2022

Female students who facilitated informal physics programs experience a statistically significant shift in their confidence of choosing to major in physics.

Equitable approach to introductory calculus-based physics courses focused on problem solving
Eric Burkholder, Shima Salehi, Sarah Sackeyfio, Nicel Mohamed-Hinds, and Carl Wieman
Phys. Rev. Phys. Educ. Res. 18, 020124 (2022) – Published 10 October 2022

An introductory physics course that emphasizes deliberate practice applied to learning real-world problem-solving leads to more equitable student outcomes.

Analyzing identity trajectories within the physics community
Gina M. Quan, Chandra Turpen, and Andrew Elby
Phys. Rev. Phys. Educ. Res. 18, 020125 (2022) – Published 12 October 2022

A longitudinal analysis of shifts in personal and perceived normative identities suggests implications for making physics more inclusive.

Learning enhancing emotions predict student retention: Multilevel emotions of Finnish university physics students in and outside learning situations
Laura Timonen, Kalle Juuti, and Sari Harmoinen
Phys. Rev. Phys. Educ. Res. 18, 020126 (2022) – Published 14 October 2022

Learning enhancing emotions lead to course success and student retention.

Gender differences in grades versus grade penalties: Are grade anomalies more detrimental for female physics majors?
Alysa Malespina and Chandralekha Singh
Phys. Rev. Phys. Educ. Res. 18, 020127 (2022) – Published 21 October 2022

The average grade anomaly can be a useful metric to identify physics courses that have inequitable learning environments for particular types of students.

Assessing student engagement with teamwork in an online, large-enrollment course-based undergraduate research experience in physics
Alexandra Werth, Kristin Oliver, Colin G. West, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 18, 020128 (2022) – Published 25 October 2022

The assessment of teamwork in the context of a large-scale, introductory level course based research experience contributes on metacognition in labs and reveals the importance of socially shared regulation in effective group work.

Featured in Physics
How mixed reality shifts visual attention and success in experimental problem solving
Dörte Sonntag and Oliver Bodensiek
Phys. Rev. Phys. Educ. Res. 18, 023101 (2022) – Published 21 July 2022
Physics logo
Synopsis:Improved Problem Solving in Mixed Reality

A mixed reality learning environment for experimental problem solving results in large improvements in problem-solving success for both novices and experts.

Absence of a COVID-induced academic drop in high-school physics learning
Eric W. Burkholder and Carl E. Wieman
Phys. Rev. Phys. Educ. Res. 18, 023102 (2022) – Published 27 July 2022

Some anticipated negative impacts of the COVID-19 pandemic may not be as large as assumed based on instructors' anecdotal reports; more careful data-based analysis is needed.

No comments:

Post a Comment

American Institute of Physics: Physics of Plasmas: Table of Contents

Blogspot Blogs 🛐

  1. ∰ NYC Physics Tutor
  2. ∰ Physics Concepts Expansions
  3. ∰ PHYSICS OLYMPIADS
  4. ☈ Bay Ridge
  5. ☕ Drinking Games
  6. ☭ СовНарКом
  7. ♛ Classifieds.HeyC...
  8. ⚓ Italy Trip
  9. ✄✄✄ 1627 Broadway 10019 - Short Haircut NYC: 212-307-1840
  10. ✌ LuxLimCom
  11. ✌ Schedule RoadRunner NY Fast
  12. ✌ TutorState 718-223-0228
  13. ✡ Mountain Jews Wedding
  14. 10100 Jamison Avenue Chess Academy347-3...
  15. 1627 Broadway - Shoe Shine NYC: (212) 307-1840
  16. 347-307-7834 Chess Academy
  17. 347-307-7834 Chess Academy at Kleinlife ♟️
  18. 347-307-7834 Chess Academy in Kleinlife
  19. 347-307-7834 Chess School ♞♝♜♛♚♟♘♙♗♖♕♔
  20. Algebra Based General Physics II 🧲
  21. Alite Album ❤️
  22. America's Views ✈
  23. Astronomy - Astrophysics ಊಊಊ
  24. Astrophysics, Cosmology, and Astronomy ☀️
  25. Barcelona Photos 2013
  26. Bible Gateway 🕮
  27. Broadway & 50th St 🏙️
  28. BROADWAY 🗽
  29. Broadway NYC 🍎
  30. Brooklyn Physics Tutor: (347)770-1877
  31. Brooklyn Roads Lyrics 🌉
  32. Chess Academy ♙♗♖♕ 347-307-7834
  33. Chess Academy at Kleinlife:34...
  34. Chess Academy in Jamison Avenue: 347-307-7834 ♞♝♜♛♚♟♘♙♗♖♕♔
  35. Chess Academy in Kleinlife: 347-307-7834 ♞♝♜♛♚♟♘♙♗♖♕♔
  36. Chess Academy: 347-307-7834
  37. Chess Academy: 347-307-7834 ♟️
  38. Chess Classes: 347-307-7834 ♞
  39. Chess Classes: 347-307-7834 ♟️
  40. Chess Club - 347-307-7834
  41. Chess Club: 347-307-7834
  42. Chess Corner: 347-307-7834
  43. Chess Lessons: 347-307-7834
  44. Chess: 347-307-7834
  45. Chess♙♗♖♕ 347-307-7834
  46. Driving Games 🚗
  47. DrVita is Fake
  48. E=mc² New York City Physics Tutors 🧲
  49. English Songs with Subtitles Песни с английскими субтитрами 🎵
  50. Environmental Science 🕰️
  51. Enzyme Informatics 📝
  52. Eugenia-2006
  53. Fashioned Prints on Awesome Products 😵
  54. Fast Road Bicycle ⏩
  55. Federal Ukraine 🎄🇺🇦
  56. Flag ⛳
  57. General Astronomy 🌑🌒🌓🌔🌕🌖🌗🌘...
  58. General Astronomy 🔭
  59. General Physics 🛰
  60. Gia Basilia
  61. Girona Photos 🏠
  62. Glow in the Dark 👦🏿
  63. Good 🙅
  64. Granada Photos
  65. Gynecology ⚕️
  66. Haircuts ✂️
  67. History ✄✄✄
  68. Hurried Activity ✌✌✌
  69. Igor Chess Club: 347-307-7834 ♟️
  70. Illusions ಊಊಊ
  71. Jigsaw Puzzle 🧩
  72. Kremlin PR ☭
  73. Kremlin PR Info 🪆
  74. Lenta Chel News ಊಊಊ
  75. LuxLim
  76. Manhattan
  77. Mask Broadway ಊಊಊ
  78. Masks ✂✂✂
  79. Math, Physics, Statistics, Computer Science Tutor 📔
  80. Medium
  81. Men's Business Style 👔
  82. Midtown West 🚌
  83. Modern Prints on Awesome Products
  84. Molecular Dynamics 🧬
  85. Monica's Birthday Party 💏
  86. Mountain Jews Wedding 🕎
  87. Near Me
  88. New York
  89. New York State Drinking Testosterone 👌
  90. New York State Roadrunner Testosterone
  91. New York State Roadrunner Testosterones
  92. Norilsk City 🥶
  93. OpArt - Optical Illusions ಊಊಊ
  94. OpArt 🎨
  95. Optical Art - Optical illusions ✂✂✂
  96. Optical Art 📀
  97. Philadelphia Chess Academy at Kleinlife:<c...
  98. Philadelphia Chess Academy at Kleinlife:34...
  99. Physics 🧲
  100. Physics Tutor: (347)770-1877
  101. Physics, Mathematics, Statistics
  102. Play Chess: 347-307-7834 ♞♝♜♛♚♟♘♙♗♖♕♔
  103. Play Chess: 347-307-7834 ♟️
  104. Prints Shop Midtown East
  105. Private Tutor 🔡
  106. Private Tutor: Physics, Mathematics, Statistics. Brooklyn, Bay Ridge
  107. Private Tutor:⚛️ Physics, Mathematics, Statistics Brooklyn, Bay Ridge
  108. Purim ✡️
  109. Purim 🕍
  110. RastyrCom
  111. Road Trip Planner
  112. Roadrunner Testosterone New York State 🗽
  113. Rockefeller Center
  114. Rush Road to Bangkok
  115. Rush Roadrunner Testosterone Appointment 🚘
  116. Sandals Vacation 🌴
  117. Schedule Roadrunner Testosterone 😲
  118. Science Art Prints on Awesome Products ⚗️
  119. Science Artist 🧷
  120. Science News SN
  121. Science Posters 🧪
  122. Shoe Shine Times Square
  123. Shop of Psychedelic Prints on Amazing Products
  124. Soviet Union♒
  125. T&P 📚🔨
  126. Times Square
  127. Trip to Las Vegas 2007
  128. Tutor: Physics, Mathematics, Statistics
  129. V=⅓πd³ Brooklyn Math Tutor 🤖
  130. Vintage Prints on Awesome Products
  131. Walking Manhattan 🗽
  132. Word of the Day
  133. Антидиктатура 🗳️
  134. Лето будет!
  135. Физика
  136. Физика ⚠️- Public Group
  137. Фотографии Барселоны
  138. ⶌⶌⶌ Fast Romantics
  139. ⶌⶌⶌ Quick Road Trip Ideas
  140. ⶌⶌⶌ Roadrunner Testosterone New York City.
  141. ⶌⶌⶌ Roadrunner Testosterone Scheduling NY 🏴󠁵󠁳󠁮󠁹󠁿
  142. ⶌⶌⶌ Rush Roadrunner Testosterone NY
  143. ⶌⶌⶌ Speedy Road Test Ny
  144. இ Elite Albums
  145. ➖ Math T-Shirts ➕
  146. 🧲 Physics T-Shirt 🥼
  147. General Astronomy 🌑🌒🌓🌔🌕🌖🌗🌘🌑
  148. Mathematics Punk ⚠️
  149. Astronomy Prints 🌌
  150. Chess T-Shirt ♞
  151. General Astronomy ಖಗೋಳಶಾಸ್ತ್ರ
  152. General Astronomy 🔭
  153. Mathematics T-Shirt 👕
  154. Computer Methods in Science 🖥️
  155. Psychedelic Prints 😲
  156. Unconventional Physics 🧑‍🔬
  157. Non-Traditional Physics 🔬
  158. Non-Traditional Physics ⚗️
  159. Балкарцы, Таулула, Горцы, Tawlula
  160. Tawlula 🧑‍🤝‍🧑
  161. Tawlu 🏔️
  162. Scientific Prints 📄
  163. Artistic Prints 📃
  164. Prints on Awesome Products 🚩
  165. Bible Gateway 🕮
  166. Science Art Prints on Awesome Products ⚗️
  167. Math Prints 🧮
  168. Famous Painter Prints 🎨
  169. Famous Paintings 🖼️
  170. Election 🗳️
  171. Physics Standard Model Theory 🧲
  172. Malkarly 👨‍👩‍👦‍👦
  173. New York 🗽
  174. Grigori Yefimovich Rasputin was a Russian mystic and self-proclaimed holy man 🛐