Physical Review Physics Education Research - December 2022

Physical Review Physics Education Research View Email Online   Volume 18, Issue 2 July - December 2022   View Issue   Advertisement Can a physics course emphasizing deliberate practice applied to learning real-world problem-solving lead to more equitable student outcomes? Find out live On February 3rd, join the Physical Review Journal Club for an exclusive conversation with Eric Burkholder, Auburn University, on the recently-published Physical Review Physics Education Research paper "Equitable approach to introductory calculus-based physics courses focused on problem solving." Registration is free and a video recording will be provided to all registrants »     Advertisement Attend March Meeting 2023 Early bird registration is officially open for March Meeting 2023–one of the largest and most exciting conferences in physics! Witness groundbreaking physics research, network with potential employers, and prepare for career success at March Meeting 2023. Register today »     Not an APS member? Join today to start connecting with a community of more than 50,000 physicists.   Editorial: Announcing the PRPER Statistical Modeling Review Committee (SMRC) Charles Henderson Phys. Rev. Phys. Educ. Res. 18, 020001 (2022) – Published 22 November 2022   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.     Instructor perspectives on the emergency transition to remote instruction of physics labs Alexandra Werth, Jessica R. Hoehn, Kristin Oliver, Michael F. J. Fox, and H. J. Lewandowski Phys. Rev. Phys. Educ. Res. 18, 020129 (2022) – Published 2 November 2022 During COVID, most instructors who used virtual labs did not require students to work in groups.     Hybrid teaching: A tale of two populations Gerd Kortemeyer, Wolfgang Bauer, and Wade Fisher Phys. Rev. Phys. Educ. Res. 18, 020130 (2022) – Published 3 November 2022 When students were free to choose either online or face-to-face lectures, there was no difference in exam performance; it is not clear what would have happened if they were forced into one mode or the other.     Development and validation of the ray optics in converging lenses concept inventory Salome Wörner, Sebastian Becker, Stefan Küchemann, Katharina Scheiter, and Jochen Kuhn Phys. Rev. Phys. Educ. Res. 18, 020131 (2022) – Published 9 November 2022 The 15-item ray optics in converging lenses concept inventory is a valid and comprehensive instrument to assess middle school students' understanding of image formation by a converging lens.     Comparing conceptual understanding across institutions with module analysis Christopher Wheatley, James Wells, David E. Pritchard, and John Stewart Phys. Rev. Phys. Educ. Res. 18, 020132 (2022) – Published 14 November 2022 Misconceptions persist postinstruction for a substantial number of students even in courses with medium to large improvements in Force Concept Inventory scores.     Impactful experiences and their effect on learning assistant epistemological development Ben Lutz and Laura Ríos Phys. Rev. Phys. Educ. Res. 18, 020133 (2022) – Published 14 November 2022 By applying principles from peripheral participation and cognitive apprenticeship, faculty can improve learning assistant pedagogy and help them develop a stronger identity as educators.     Student sensemaking about inconsistencies in a reform-based introductory physics lab Jason M. May, Lauren A. Barth-Cohen, Jordan M. Gerton, Claudia De Grandi, and Adrian L. Adams Phys. Rev. Phys. Educ. Res. 18, 020134 (2022) – Published 17 November 2022 Laboratory instructors should increase support for students as they recognize, categorize, and then resolve inconsistencies during experimentation.     Student engagement with modeling in multiweek student-designed lab projects Victoria Borish, Jessica R. Hoehn, and H. J. Lewandowski Phys. Rev. Phys. Educ. Res. 18, 020135 (2022) – Published 21 November 2022 Appropriately designed projects can help students develop modeling skills without needing expensive lab equipment.     Participatory approach to introduce computational modeling at the undergraduate level, extending existing curricula and practices: Augmenting derivations K. K. Mashood, Kamakshi Khosla, Arjun Prasad, Sasidevan V, Muhammed Ashefas CH, Charles Jose, and Sanjay Chandrasekharan Phys. Rev. Phys. Educ. Res. 18, 020136 (2022) – Published 23 November 2022 Physics instructors' epistemic cognitions influence their sense-making in a professional development program aimed at helping them integrate integrate computational modelling into their introductory courses.     How gender composition and group formation impact the effectiveness of group work in two-stage collaborative exams Kelly Miller, Greg Kestin, and Olivia Miller Phys. Rev. Phys. Educ. Res. 18, 020137 (2022) – Published 28 November 2022 Female students perform better on two-part collaborative exams when they are in student-formed groups.     Visual representation of optical content in China's and Singapore's junior secondary physics textbooks Bing Wei, Chengran Wang, and Lihua Tan Phys. Rev. Phys. Educ. Res. 18, 020138 (2022) – Published 28 November 2022 The majority of graphics in the textbooks studied only depicted isolated phenomena without making connections to a larger system.     Cultivating cultural capitals in introductory algebra-based physics through reflective journaling Khanh Tran, Ana Maria Barrera, Kim Coble, Mireya Arreguin, Marissa Harris, Alex Macha-Lopez, Michaela Perez, and Alegra Eroy-Reveles Phys. Rev. Phys. Educ. Res. 18, 020139 (2022) – Published 29 November 2022 Reflective journaling helps students feel heard and affirmed; it is one way for instructors to humanize their students and recognize the experiences they bring to physics.     Featured in Physics Rubric-based holistic review: A promising route to equitable graduate admissions in physics Nicholas T. Young, K. Tollefson, Remco G. T. Zegers, and Marcos D. Caballero Phys. Rev. Phys. Educ. Res. 18, 020140 (2022) – Published 30 November 2022 Synopsis:A Holistic Approach to Graduate Admissions Rubric-based admissions processes increase equity in graduate admissions.     Understanding interaction network formation across instructional contexts in remote physics courses Meagan Sundstrom, Andy Schang, Ashley B. Heim, and N. G. Holmes Phys. Rev. Phys. Educ. Res. 18, 020141 (2022) – Published 2 December 2022 Students who have the most connections in the lecture interaction social network have higher final course grades than their peers with fewer lecture connections.     Editors' Suggestion Gender differences in students' self-efficacy in introductory physics courses in which women outnumber men predict their grade Sonja Cwik and Chandralekha Singh Phys. Rev. Phys. Educ. Res. 18, 020142 (2022) – Published 5 December 2022 It is important for physics instructors to focus on increasing women's self-efficacy and other motivational beliefs in the introductory course; these can influence students' persistence and engagement in the course and can also impact later course and career choices.     Making expert processes visible: How and why theorists use assumptions and analogies in their research Mike Verostek, Molly Griston, Jesús Botello, and Benjamin Zwickl Phys. Rev. Phys. Educ. Res. 18, 020143 (2022) – Published 7 December 2022 Expert physicists make frequent use of analogies; it is important to figure out how to include analogical reasoning in problem-solving strategies.     Effectiveness of science outreach labs with and without connection to classroom learning: Affective and cognitive outcomes Alexander Molz, Jochen Kuhn, and Andreas Müller Phys. Rev. Phys. Educ. Res. 18, 020144 (2022) – Published 13 December 2022 Science outreach labs can result in substantial and sustained learning and motivation.     Towards mapping the landscape of informal physics educational activities Dena Izadi, Julia Willison, Noah Finkelstein, Claudia Fracchiolla, and Kathleen Hinko Phys. Rev. Phys. Educ. Res. 18, 020145 (2022) – Published 13 December 2022 Students play an important role in the operation of informal physics education programs; this makes these programs rich opportunities for attention by physics education researchers.     Investigating undergraduate students' views about the process of experimental physics Jessica R. Hoehn and H. J. Lewandowski Phys. Rev. Phys. Educ. Res. 18, 020146 (2022) – Published 13 December 2022 Engaging students in open-ended and authentic experimentation practices and facilitating explicit discussions and reflections about the process of experimental physics supports students' epistemological development.     Inclusive learning environments can improve student learning and motivational beliefs Yangqiuting Li and Chandralekha Singh Phys. Rev. Phys. Educ. Res. 18, 020147 (2022) – Published 23 December 2022 In an introductory calculus-based physics course, motivational beliefs of female students dropped more than male students.     Introductory physics students' recognition of strong peers: Gender and racial or ethnic bias differ by course level and context Meagan Sundstrom, Ashley B. Heim, Barum Park, and N. G. Holmes Phys. Rev. Phys. Educ. Res. 18, 020148 (2022) – Published 23 December 2022 Instruction that emphasizes small group work and allows many different students to speak up in front of the class supports more equitable development of physics identities.     Studying physics during the COVID-19 pandemic: Student perceptions on synchronous and asynchronous course formats and implications for the future L. Ivanjek, P. Klein, M.-A. Geyer, S. Küchemann, K. Jeličić, M. N. Dahlkemper, and A. Susac Phys. Rev. Phys. Educ. Res. 18, 020149 (2022) – Published 28 December 2022 Regarding online physics courses, there are two groups of students: one group with the clear preference for synchronous courses and the other group for the asynchronous courses.     Relating students' social belonging and course performance across multiple assessment types in a calculus-based introductory physics 1 course Joshua D. Edwards, Lorraine Laguerre, Ramón S. Barthelemy, Claudia De Grandi, and Regina F. Frey Phys. Rev. Phys. Educ. Res. 18, 020150 (2022) – Published 29 December 2022 Performance on both traditional and alternative final course assessments was found to correlate with students' initial sense of belonging in the course.     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 ©2023 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.