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 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.       American Physical Society: 1 Physics Ellipse, College Park, MD 20740 ©2022 American Physical Society | All rights reserved   You are receiving this email because you are subscribed to Table of Content alerts. If you no longer wish to receive these emails, please update your preferences.