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Physical Review Physics Education Research - May 2023

Physical Review Physics Education Research

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Volume 19, Issue 1 (partial)

January - June 2023
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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.

Race-evasive frames in physics and physics education: Results from an interview study
Amy D. Robertson, Verónica Vélez, W. Tali Hairston, and Eduardo Bonilla-Silva
Phys. Rev. Phys. Educ. Res. 19, 010115 (2023) – Published 1 March 2023

Race consciousness encourages physicists to become aware of the ways in which white supremacy shapes physics culture and imagine how to make physics a more equitable discipline.

Students' views about experimental physics in a large-enrollment introductory lab focused on experimental scientific practices
Nidhal Sulaiman, Alexandra Werth, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 19, 010116 (2023) – Published 2 March 2023

Students can have different lab experiences depending on their identity; this should be accounted for when designing instruction.

Editors' Suggestion
Implementation and goals of quantum optics experiments in undergraduate instructional labs
Victoria Borish and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 19, 010117 (2023) – Published 3 March 2023

Single-photon experiments are used to teach quantum phenomena in a wide variety of ways and with a wide variety of learning goals.

Sensemaking and scientific modeling: Intertwined processes analyzed in the context of physics problem solving
Amogh Sirnoorkar, Paul D. O. Bergeron, and James T. Laverty
Phys. Rev. Phys. Educ. Res. 19, 010118 (2023) – Published 8 March 2023

An examination of the interplay between modeling and sensemaking in the solving of physics problems.

Predicting community college astronomy performance through logistic regression
Zachary Richards and Angela M. Kelly
Phys. Rev. Phys. Educ. Res. 19, 010119 (2023) – Published 22 March 2023

Enrolling in a community college astronomy course has the potential to make STEM fields accessible to students who might not otherwise have this aspiration or opportunity.

Endorsement of gender stereotypes affects high school students' science identity
Silvia Galano, Antonella Liccardo, Anna Lisa Amodeo, Marianna Crispino, Oreste Tarallo, and Italo Testa
Phys. Rev. Phys. Educ. Res. 19, 010120 (2023) – Published 22 March 2023

It is important to focus on girls' own perception of competency and responsibility in addition to focusing on sense of belonging and recognition.

Physicality, modeling, and agency in a computational physics class
A. M. Phillips, E. J. Gouvea, B. E. Gravel, P.-H. Beachemin, and T. J. Atherton
Phys. Rev. Phys. Educ. Res. 19, 010121 (2023) – Published 30 March 2023

Introduction and use of an expanded model of computational physics practices to design and evaluate a computational physics course.

Fields in middle school energy instruction to support continued learning of energy
Kristin Fiedler, Marcus Kubsch, Knut Neumann, and Jeffrey Nordine
Phys. Rev. Phys. Educ. Res. 19, 010122 (2023) – Published 30 March 2023

Use of fields in middle school physics instruction can support students' understanding of energy.

Reducing procrastination on introductory physics online homework for college students using a planning prompt intervention
Zachary Felker and Zhongzhou Chen
Phys. Rev. Phys. Educ. Res. 19, 010123 (2023) – Published 30 March 2023

A planning prompt can improve student studying behavior on specific upcoming assignments, but does change their studying habits for future assignments.

Student experiences with authentic research in a remote, introductory course-based undergraduate research experience in physics
Kristin A. Oliver, Alexandra Werth, and H. J. Lewandowski
Phys. Rev. Phys. Educ. Res. 19, 010124 (2023) – Published 30 March 2023

Students felt engaged in authentic research within a large enrollment, online laboratory course environment.

Limiting case analysis in an electricity and magnetism course
Gary White, Tiffany-Rose Sikorski, Justin Landay, and Maryam Ahmed
Phys. Rev. Phys. Educ. Res. 19, 010125 (2023) – Published 7 April 2023

Limiting case analysis likely plays a pivotal role in the development of adaptive physics expertise.

Featured in Physics Editors' Suggestion
Examining the effect of counternarratives about physics on women's physics career intentions
Geoff Potvin, Zahra Hazari, Raina Khatri, Hemeng Cheng, T. Blake Head, Robynne M. Lock, Anne F. Kornahrens, Kathryne Sparks Woodle, Rebecca E. Vieyra, Beth A. Cunningham, Laird Kramer, and Theodore Hodapp
Phys. Rev. Phys. Educ. Res. 19, 010126 (2023) – Published 7 April 2023
Physics logo
Synopsis:Flipping the Script to Support Wider Engagement with Physics

Quantitative evidence is presented that counter the normative cultural ones as to who does physics and why one does physics, helps to support women and minoritized groups in envisioning a future for themselves in physics.

Assessment of student knowledge integration in learning work and mechanical energy
Dazhen Tong, Jia Liu, Yechao Sun, Qiaoyi Liu, Xiangqun Zhang, Sudong Pan, and Lei Bao
Phys. Rev. Phys. Educ. Res. 19, 010127 (2023) – Published 13 April 2023

Introductory physics instruction related to mechanical energy should place more emphasis on teaching the central idea and connect it to different contexts, problems, and other concepts.

Investigating student ability to follow reasoning chains: The role of conceptual understanding
Beth A. Lindsey, MacKenzie R. Stetzer, J. Caleb Speirs, William N. Ferm, Jr., and Alexander van Hulten
Phys. Rev. Phys. Educ. Res. 19, 010128 (2023) – Published 20 April 2023

Introductory physics students are capable of following the solution to a qualitative problem using step-by-step reasoning, even for tasks for which they are not likely to generate the correct reasoning on their own.

Evolution of grades and social comparison concern within an introductory physics course
Srividya Suresh and Andrew F. Heckler
Phys. Rev. Phys. Educ. Res. 19, 010129 (2023) – Published 25 April 2023

It may be possible to leverage student concern about ability or performance compared to others in order to improve success in introductory physics courses.

Impact of more realistic and earlier practice exams on student metacognition, study behaviors, and exam performance
Muxin Zhang, Jason Morphew, and Tim Stelzer
Phys. Rev. Phys. Educ. Res. 19, 010130 (2023) – Published 27 April 2023

A mock exam before the actual exam impacts students' intentions for studying but not their actual study behaviors, nor does it facilitate metacognition.

Assessing thinking skills in free-response exam problems: Pandemic online and in-person
Fatema Al-Salmani, Jordan Johnson, and Beth Thacker
Phys. Rev. Phys. Educ. Res. 19, 010131 (2023) – Published 4 May 2023

It may be possible to create online introductory physics courses that develop student thinking skills as well as in person courses.

Could an artificial-intelligence agent pass an introductory physics course?
Gerd Kortemeyer
Phys. Rev. Phys. Educ. Res. 19, 010132 (2023) – Published 11 May 2023

ChatGPT could narrowly pass a standard lecture-based introductory physics course series.

Does the dog in the car have kinetic energy? A multiage case study in the challenges of conceptual change
R. G. Tobin, Sara J. Lacy, and Sally Crissman
Phys. Rev. Phys. Educ. Res. 19, 010133 (2023) – Published 15 May 2023

Students who appear to have learned some concepts may revert to preinstruction, common sense understanding of these concepts when presented with them in certain situations.

Rubric-based holistic review represents a change from traditional graduate admissions approaches in physics
Nicholas T. Young, N. Verboncoeur, Dao Chi Lam, and Marcos D. Caballero
Phys. Rev. Phys. Educ. Res. 19, 010134 (2023) – Published 15 May 2023

Rubric-based holistic review is a method that could make the graduate admissions process in physics more equitable.

Challenges and outcomes in remote undergraduate research programs during the COVID-19 pandemic
Dina Zohrabi Alaee and Benjamin M. Zwickl
Phys. Rev. Phys. Educ. Res. 19, 010135 (2023) – Published 15 May 2023

Online undergraduate research programs may be a way to expand access to undergraduate research experiences.

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.

Students' conceptual understanding of electric flux and magnetic circulation
Eder Hernandez, Esmeralda Campos, Pablo Barniol, and Genaro Zavala
Phys. Rev. Phys. Educ. Res. 19, 013102 (2023) – Published 25 April 2023

The concept of magnetic circulation is more challenging for students than that of electric flux.

Comparing introductory undergraduate physics learning and behavior before and after the COVID-19 pandemic
Amanda Nemeth, Christopher Wheatley, and John Stewart
Phys. Rev. Phys. Educ. Res. 19, 013103 (2023) – Published 24 May 2023

Student achievement, attendance rates, and assignment completion rates were similar before and after the pandemic.

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