Physical Review Physics Education Research - September 2023

Physical Review Physics Education Research View Email Online   Volume 19, Issue 2 (partial) July - December 2023   View Issue   Advertisement Physical Review B​ is looking for a new part-time (remote) Associate Editor PRB seeks an Associate Editor to manage the peer review process of assigned manuscripts by determining whether to send a manuscript out for external review, choosing appropriate reviewers, and making decisions on rejection or acceptance. More information.     Advertisement Make your manuscript publication-ready with Author Services from APS! Do you need language assistance for your next submission? Take advantage of new translation, figure assistance, and text editing services provided by APS and Editage. Experience exceptional support, expertise, and dedication for all your publishing needs. Get a quote.     Advertisement Submit Your Abstract for APS March Meeting 2024 The abstract submission deadline is quickly approaching! Don't miss this opportunity to showcase your work to a global audience of physicists, scientists, and students representing 32 APS Units and Committees and explore groundbreaking research from industry, academia, and major labs. Submit your abstract by October 20.     Not an APS member? Join today to start connecting with a community of more than 50,000 physicists.   Editorial: To Review Is to Be Randall D. Kamien Phys. Rev. Phys. Educ. Res. 19, 020001 (2023) – Published 25 September 2023   Impact of high-intensity training with a mixed-reality simulator on graduate teaching assistants use of questioning Constance M. Doty, Ashley A. Geraets, Tong Wan, Christopher A. Nix, Erin K. H. Saitta, and Jacquelyn J. Chini Phys. Rev. Phys. Educ. Res. 19, 020101 (2023) – Published 5 July 2023 Graduate teaching assistants improved their pedagogical questioning skills through four sessions in a mixed-reality classroom simulator.     Measurement invariance across race and gender for the Force Concept Inventory Alicen Morley, Jayson M. Nissen, and Ben Van Dusen Phys. Rev. Phys. Educ. Res. 19, 020102 (2023) – Published 6 July 2023 The five factor model for the Force Concept Inventory performs similarly across the ten intersectional gender-race social identity groups studied.     Teaching research skills for experimental physics in an undergraduate electronics lab Soumya Narayanan, Pradeep Sarin, Nitin Pawar, and Sahana Murthy Phys. Rev. Phys. Educ. Res. 19, 020103 (2023) – Published 6 July 2023 A multifaceted approach for supporting experimental skills and scientific practices in an electronics laboratory course.     Improving performance in upper-division electricity and magnetism with explicit incentives to correct mistakes Andrew J. Mason, Jessica M. McCardell, Philip A. White, and John S. Colton Phys. Rev. Phys. Educ. Res. 19, 020104 (2023) – Published 18 July 2023 Upper-division electricity and magnetism students who choose to rework mistakes on exam problems do better on related problems on the final exam than students who did not rework mistakes.     New perspectives on student reasoning about measurement uncertainty: More or better data Andy Schang, Matthew Dew, Emily M. Stump, N. G. Holmes, and Gina Passante Phys. Rev. Phys. Educ. Res. 19, 020105 (2023) – Published 19 July 2023 Understanding how students engage with measurement uncertainty by probing the views across both classical and quantum contexts.     Using story-based methodologies to explore physics identities: How do moments add up to a life in physics? Allison J. Gonsalves, Anna T. Danielsson, Lucy Avraamidou, Anne-Sofie Nyström, and Rebeca Esquivel Phys. Rev. Phys. Educ. Res. 19, 020106 (2023) – Published 26 July 2023 Three types of story-based methodologies are used to explore physics identities of three women in different contexts.     Guiding principles for change in undergraduate education: An analysis of a departmental team's change effort Courtney Ngai, Mary E. Pilgrim, Daniel L. Reinholz, Karen Falkenberg, Chris Geanious, Joel C. Corbo, Sarah B. Wise, Clara E. Smith, and Amelia Stone-Johnstone Phys. Rev. Phys. Educ. Res. 19, 020107 (2023) – Published 31 July 2023 An articulation of the six core principles that lead to successful implementation of the departmental action team change model.     Using a knowledge structure perspective to improve in-service teachers' content knowledge about active galaxies Heungjin Eom and Hyunjin Shim Phys. Rev. Phys. Educ. Res. 19, 020108 (2023) – Published 10 August 2023 In-service professional development using group activities can improve teachers' content knowledge related to recent science discoveries.     Gender bias in first-year multiple-choice physics examinations M. J. Gladys, J. E. Furst, J. L. Holdsworth, and P. C. Dastoor Phys. Rev. Phys. Educ. Res. 19, 020109 (2023) – Published 11 August 2023 Analysis of multiple choice test performance of students found that 20% of questions exhibited statistically significant gender bias, with males most likely to benefit.     Rethinking doctoral qualifying exams and candidacy in the physical sciences: Learning toward scientific legitimacy Román Liera, Aireale J. Rodgers, Lauren N. Irwin, and Julie R. Posselt Phys. Rev. Phys. Educ. Res. 19, 020110 (2023) – Published 14 August 2023 Ph.D. programs should reconceptualize candidacy requirements to focus more on scientific norms and communication using presentations and proposals.     Evolution of response time and accuracy on online mastery practice assignments for introductory physics students Megan Nieberding and Andrew F. Heckler Phys. Rev. Phys. Educ. Res. 19, 020111 (2023) – Published 16 August 2023 Students that procrastinate by waiting until the final hours to complete an online homework assignment spend more time than students who do not procrastinate.     Development and validation of a conceptual multiple-choice survey instrument to assess student understanding of introductory thermodynamics Mary Jane Brundage and Chandralekha Singh Phys. Rev. Phys. Educ. Res. 19, 020112 (2023) – Published 17 August 2023 The survey of thermodynamic processes and first and second laws long is a multiple-choice conceptual test focusing on thermodynamic processes and the first and second laws at the level of a typical introductory physics course.     Electromagnetic field presented in introductory physics textbooks and consequences for its teaching Álvaro Suárez, Arturo C. Martí, Kristina Zuza, and Jenaro Guisasola Phys. Rev. Phys. Educ. Res. 19, 020113 (2023) – Published 17 August 2023 Inconsistencies in the presentation of the electromagnetic field found in many textbooks coincide with some of the learning difficulties identified by physics education research.     Editors' Suggestion Effect of representation format on conceptual question performance and eye-tracking measures Ana Susac, Maja Planinic, Andreja Bubic, Katarina Jelicic, and Marijan Palmovic Phys. Rev. Phys. Educ. Res. 19, 020114 (2023) – Published 18 August 2023 It takes students longer to extract relevant information from physics question presented using a verbal representation than from isomorphic questions using graphical or pictoral representations.     Central role of personnel in informal physics programming Bryan Stanley, Dena Izadi, Claudia Fracchiolla, and Kathleen Hinko Phys. Rev. Phys. Educ. Res. 19, 020115 (2023) – Published 21 August 2023 Personnel are instrumental in informal physics programs for developing program materials, interacting with audiences, managing resources, connecting with the institution, and conducting assessments.     Inquiry-based experimental physics: Twenty years of an evidence-based, laboratory-based physics course for algebra-based physics students Beth Thacker Phys. Rev. Phys. Educ. Res. 19, 020116 (2023) – Published 22 August 2023 Examining the evolution and impact of a physics for health science course that is centered around laboratory activities and inquiry-based pedagogy.     Recognition and conversion of electric field representations: The case of electric field lines Esmeralda Campos, Kristina Zuza, Jenaro Guisasola, and Genaro Zavala Phys. Rev. Phys. Educ. Res. 19, 020117 (2023) – Published 22 August 2023 Constructing electric field lines is difficult for students since most would prefer to draw vector field plots instead.     Probing high school students' understanding of interference and diffraction of light using standard wave optics experiments Karolina Matejak Cvenic, Lana Ivanjek, Maja Planinic, Katarina Jelicic, Ana Susac, Martin Hopf, and Mateja Cindric Brkic Phys. Rev. Phys. Educ. Res. 19, 020118 (2023) – Published 22 August 2023 After instruction, high school physics students remember some wave optics facts, but have not formed adequate models of interference and diffraction.     Methods of research design and analysis for identifying knowledge resources Lauren A. Barth-Cohen, Hillary Swanson, and Jared Arnell Phys. Rev. Phys. Educ. Res. 19, 020119 (2023) – Published 23 August 2023 Guidelines for the design of research aimed at identifying knowledge resources in the scope of resource theory framework.     Visual display of qualitative information: Implications of using illustrations to depict video data Elias Euler and Bor Gregorcic Phys. Rev. Phys. Educ. Res. 19, 020120 (2023) – Published 31 August 2023 A practical guide for PER researchers on communicating video data in publications.     Visualizing depth of student conceptual understanding using subquestions and alluvial diagrams Jun-ichiro Yasuda, Michael M. Hull, and Naohiro Mae Phys. Rev. Phys. Educ. Res. 19, 020121 (2023) – Published 31 August 2023 Teachers can use alluvial diagrams to visualize trends and inconsistencies in student conceptual reasoning.     Components of the preparation gap for physics learning vary in two learner groups Anita Delahay, Marsha Lovett, David Anderson, and Surajit Sen Phys. Rev. Phys. Educ. Res. 19, 020122 (2023) – Published 31 August 2023 It is important to conceptualize students' prior knowledge as having multiple aspects, rather than being a single construct.     Integrating artificial intelligence-based methods into qualitative research in physics education research: A case for computational grounded theory Paul Tschisgale, Peter Wulff, and Marcus Kubsch Phys. Rev. Phys. Educ. Res. 19, 020123 (2023) – Published 1 September 2023 How to use artificial intelligence technologies in qualitative PER to create an analytical system different from what either a human or a machine can do alone.     Conceptual framework based instruction for promoting knowledge integration in learning momentum Wangyi Xu, Yonggui Jiang, Lan Yang, and Lei Bao Phys. Rev. Phys. Educ. Res. 19, 020124 (2023) – Published 5 September 2023 The conceptual framework model can be used to develop instruction that promotes knowledge integration and deep learning.     Impact of perceived recognition by physics instructors on women's self-efficacy and interest Yangqiuting Li and Chandralekha Singh Phys. Rev. Phys. Educ. Res. 19, 020125 (2023) – Published 5 September 2023 Recognition and validation from their instructors supports self-efficacy and interest in physics students from marginalized groups such as women.     Featured in Physics Attributing equity gaps to course structure in introductory physics David J. Webb and Cassandra A. Paul Phys. Rev. Phys. Educ. Res. 19, 020126 (2023) – Published 6 September 2023 :Restructuring Classes Can Level the Playing Field Changes to the structure of introductory physics courses can eliminate some demographic grade gaps.     Professional contexts of physics instructional labs: More than technical support LM Dana, Benjamin Pollard, and Sara Mueller Phys. Rev. Phys. Educ. Res. 19, 020127 (2023) – Published 8 September 2023 An examination of the roles, responsibilities, and experiences of the staff and faculty who lead and support physics laboratory instruction.     Can ChatGPT support prospective teachers in physics task development? Stefan Küchemann, Steffen Steinert, Natalia Revenga, Matthias Schweinberger, Yavuz Dinc, Karina E. Avila, and Jochen Kuhn Phys. Rev. Phys. Educ. Res. 19, 020128 (2023) – Published 11 September 2023 ChatGPT can effectively support physics teachers to develop assessment tasks.     Characterizing social behavior patterns in teaching assistant interactions with students Joe Olsen, Debbie Andres, Nicolette Maggiore, and Charles Ruggieri Phys. Rev. Phys. Educ. Res. 19, 020129 (2023) – Published 13 September 2023 Students rate instructors higher when their interactions with students involve more positive commentary and sympathizing or empathizing behaviors.     Challenges in addressing student difficulties with quantum measurement of two-state quantum systems using a multiple-choice question sequence in online and in-person classes Peter Hu, Yangqiuting Li, and Chandralekha Singh Phys. Rev. Phys. Educ. Res. 19, 020130 (2023) – Published 14 September 2023 A research-validated clicker question sequence on quantum measurement as in two-state quantum systems.     Comparing the perception of emergency remote teaching experience between physics and nonphysics students Qiuye Li, Shaorui Xu, Yushan Xiong, Wei He, and Shaona Zhou Phys. Rev. Phys. Educ. Res. 19, 020131 (2023) – Published 14 September 2023 Remote physics instructional materials should be tailored to the types of students in order to avoid requiring high cognitive loads from the students.     Using the Energy and Momentum Conceptual Survey to investigate progression in student understanding from introductory to advanced levels Mary Jane Brundage, Alexandru Maries, and Chandralekha Singh Phys. Rev. Phys. Educ. Res. 19, 020132 (2023) – Published 19 September 2023 Traditional upper-level classical mechanics courses are not effective in helping all students develop a functional understanding of energy and momentum concepts.     Peer interaction facilitates co-construction of knowledge in quantum mechanics Mary Jane Brundage, Alysa Malespina, and Chandralekha Singh Phys. Rev. Phys. Educ. Res. 19, 020133 (2023) – Published 21 September 2023 Unguided peer collaboration in which some students know the correct answers is a useful tool for instructors to use both inside and outside the classroom.     Effects of male-dominated physics culture on undergraduate women Lisabeth M. Santana and Chandralekha Singh Phys. Rev. Phys. Educ. Res. 19, 020134 (2023) – Published 21 September 2023   Undergraduate women in physics frequently feel isolated and uncomfortable due to condescending attitudes of male instructors and students.     Bioscience students' internalized mindsets predict grades and reveal gender inequities in physics courses Alysa Malespina, Christian D. Schunn, and Chandralekha Singh Phys. Rev. Phys. Educ. Res. 19, 020135 (2023) – Published 28 September 2023 Gender differences in student's mindset exist in introductory physics courses where women outnumber men, such as those aimed at bioscience majors.     Instructional model for teaching blended math-science sensemaking in undergraduate science, technology, engineering, and math courses using computer simulations Leonora Kaldaras and Carl Wieman Phys. Rev. Phys. Educ. Res. 19, 020136 (2023) – Published 29 September 2023 Math-science sensemaking can be developed in introductory physics students using well-designed instructional activities built around interactive simulations.     Assessment designs of instructional labs: A literature review and a design model Laura Ketonen, Antti Lehtinen, and Pekka Koskinen Phys. Rev. Phys. Educ. Res. 19, 020601 (2023) – Published 17 July 2023 Assessment framework for instructional labs that forefronts student agency.     Phenomenographic approach to understanding students' learning in physics education Jenaro Guisasola, Esmeralda Campos, Kristina Zuza, and Genaro Zavala Phys. Rev. Phys. Educ. Res. 19, 020602 (2023) – Published 31 August 2023 Phenomenography, a qualitative approach to understanding the experiences of a group, is applied to student experiences in physics to highlight the strengths and weakness of this approach.       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.