Physical Review Physics Education Research - February 2023

Physical Review Physics Education Research View Email Online   Volume 19, Issue 1 (partial) January - June 2023   View Issue   Advertisement Meet the Physical Review Journals Editors at March Meeting Attending the APS March Meeting 2023 in Las Vegas? Join several editors from the Physical Review Journals Wednesday March 7 at 4:30 p.m. PT for complimentary cocktails and hor d'oeuvres. Discuss your submission, get tips on refereeing, and learn more about editing the Physical Review Journals. All registrants are welcome! Learn more.     Advertisement Register by March 27 for the June Faculty Teaching Institute Don't miss this great opportunity to participate in the AAPT/APS/AAS Faculty Teaching Institute (FTI), an in-person workshop in Washington, DC to be held June 26-27, 2023, for early career physics and astronomy faculty! Join us in learning the latest practices in student-centered teaching and inclusive teaching approaches, building a rewarding faculty career, and connecting with an engaged professional community. Learn more and register »     Advertisement PRX Life opens for submissions March 20 APS is delighted to announce that submissions for PRX Life, the new, highly selective Open Access journal dedicated to all aspects of biological organization, will begin accepting submissions March 20, 2023. Stay up to date with the journal by signing up for alerts.     Not an APS member? Join today to start connecting with a community of more than 50,000 physicists.   Ongoing effects of pandemic-imposed learning environment disruption on student attitudes Teemu Hynninen, Henna Pesonen, Olli Lintu, and Petriina Paturi Phys. Rev. Phys. Educ. Res. 19, 010101 (2023) – Published 5 January 2023 In person introductory physics courses provide sufficient support to allow most low-performing students to pass, while remote learning during COVID did not.     Graduate program reform in one department of physics and astronomy: From tragedy to more progressive policies and an evolving culture Ramón Barthelemy, MacKenzie Lenz, Alexis Knaub, Jordan Gerton, and Pearl Sandick Phys. Rev. Phys. Educ. Res. 19, 010102 (2023) – Published 9 January 2023 Policy changes can make a difference in the lives of graduate students, and help mitigate potential negative experiences, but may not address all challenges and issues within a department's culture.     Analysis and comparison of students' conceptual understanding of symmetry arguments in Gauss's and Ampere's laws Esmeralda Campos, Eder Hernandez, Pablo Barniol, and Genaro Zavala Phys. Rev. Phys. Educ. Res. 19, 010103 (2023) – Published 24 January 2023 In introductory physics, problem solving with Gauss's and Ampere's laws should start with their full integral or differential form rather than with a simplified version.     Students' difficulties with the Dirac delta function in quantum mechanics Tao Tu, Chuan-Feng Li, Jin-Shi Xu, and Guang-Can Guo Phys. Rev. Phys. Educ. Res. 19, 010104 (2023) – Published 1 February 2023 Undergraduate quantum mechanics students make a variety of errors when attempting to use delta functions to solve problems.     How instructors can view knowledge to implement culturally relevant pedagogy Clausell Mathis, Abigail R. Daane, Brandon Rodriguez, Jessica Hernandez, and Tra Huynh Phys. Rev. Phys. Educ. Res. 19, 010105 (2023) – Published 7 February 2023 Physics instructors' conceptions of knowledge can be entangled with their enactment of culturally relevant pedagogy; improving instructor conceptions might be one route to increase the use of culturally relevant instruction.     Correlations between student connectivity and academic performance: A pandemic follow-up Nathan Crossette, Lincoln D. Carr, and Bethany R. Wilcox Phys. Rev. Phys. Educ. Res. 19, 010106 (2023) – Published 8 February 2023 The context and environment in which a course is situated play more important roles in fostering a correlation between student collaboration and course performance than whether the course format is virtual, hybrid, or in-person.     Taking on a manager role can support women's physics lab identity development Emily M. Stump, Matthew Dew, Sophia Jeon, and N. G. Holmes Phys. Rev. Phys. Educ. Res. 19, 010107 (2023) – Published 9 February 2023 Undergraduate physics instructors should structure group work in such a way as to support women in taking on leadership roles.     Investigating the efficacy of attending to reflexive cognitive processes in the context of Newton's second law J. Caleb Speirs, Robyn Leuteritz, Thanh K. Lê, Rose Deng, and Shawn W. Ell Phys. Rev. Phys. Educ. Res. 19, 010108 (2023) – Published 14 February 2023 Instructional approaches should seek to improve explicit reflective reasoning processes as well as implicit reflexive processes.     Editors' Suggestion Intuition in quantum mechanics: Student perspectives and expectations Giaco Corsiglia, Steven Pollock, and Gina Passante Phys. Rev. Phys. Educ. Res. 19, 010109 (2023) – Published 21 February 2023 The majority of students enter quantum mechanics expecting the subject to be nonintuitive or less intuitive than other courses.     Examining reasons undergraduate women join physics Maxwell Franklin, Eric Brewe, and Annette R. Ponnock Phys. Rev. Phys. Educ. Res. 19, 010110 (2023) – Published 21 February 2023 Women who join physics because of the community are less likely to remain in physics after finishing their undergraduate studies.     Evidence for a normal distribution of normalized gains Vincent P. Coletta Phys. Rev. Phys. Educ. Res. 19, 010111 (2023) – Published 21 February 2023 Class normalized gains over the population of courses is consistent with a normal distribution.     Inhibitory control involvement in overcoming the position-velocity indiscrimination misconception among college physics majors Jiabei Lin, Yuting Xing, Yudi Hu, Jian Zhang, Lei Bao, Kaiqing Luo, Keke Yu, and Yang Xiao Phys. Rev. Phys. Educ. Res. 19, 010112 (2023) – Published 23 February 2023 Experimental evidence in support of models of conceptual change advocating the coexistence of alternative conceptions, where initial misconceptions are surpassed by rather than entirely supplanted by scientific conceptions.     Investigating learning assistants' use of questioning in online courses about introductory physics Jianlan Wang, Yuanhua Wang, Kyle Wipfli, Beth Thacker, and Stephanie Hart Phys. Rev. Phys. Educ. Res. 19, 010113 (2023) – Published 23 February 2023 Two new instruments to assess learning assistants' pedagogical content knowledge related to questioning in the context of introductory physics.     Development and validation of a conceptual survey instrument to evaluate senior high school students' understanding of electrostatics Shuaishuai Mi, Jianqiang Ye, Yan Li, and Hualin Bi Phys. Rev. Phys. Educ. Res. 19, 010114 (2023) – Published 28 February 2023 The development and validation of a conceptual survey to assess introductory physics students' understanding of electrostatics.     Online test administration results in students selecting more responses to multiple-choice-multiple-response items Alexis Olsho, Trevor I. Smith, Philip Eaton, Charlotte Zimmerman, Andrew Boudreaux, and Suzanne White Brahmia Phys. Rev. Phys. Educ. Res. 19, 013101 (2023) – Published 2 February 2023 Online and paper administration methods of multiple-choice-multiple-response test items provide different pictures of student reasoning.       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.