Physical Review Physics Education Research - December 2023

Physical Review Physics Education Research View Email Online   Volume 19, Issue 2 July - December 2023   View Issue   Advertisement Attend March Meeting 2024 Early bird registration is open for March Meeting 2024 - 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 2024. Register today.     Advertisement April Meeting 2024 Abstracts Close Soon Abstract submissions for APS April Meeting 2024 close Friday, January 5! Gather your groundbreaking research, spanning Quarks to Cosmos, to share with the best and brightest in academia, industry, and national labs. Remember, you must be an APS member to submit. Learn more about the abstract submission process.     Advertisement APS partners with Research4Life The American Physical Society (APS) has partnered with Research4Life to share its journals with researchers from nonprofits in over 115 countries, territories, and refugee camps at no cost. The Society will also cover article publication charges for new submissions from scientists belonging to these eligible groups beginning Jan. 1, 2024. Read more in the APS Newsroom     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   Editorial: Call for Papers for Focused Collection of Physical Review Physics Education Research: Investigating and Improving Quantum Education through Research Charles Henderson Phys. Rev. Phys. Educ. Res. 19, 020002 (2023) – Published 4 December 2023   Editorial: Call for Papers for Focused Collection of Physical Review Physics Education Research: AI Tools in Physics Teaching and PER Charles Henderson Phys. Rev. Phys. Educ. Res. 19, 020003 (2023) – Published 14 December 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.     Sense of belonging is an important predictor of introductory physics students' academic performance Yangqiuting Li and Chandralekha Singh Phys. Rev. Phys. Educ. Res. 19, 020137 (2023) – Published 3 October 2023 Traditional lecture-based introductory physics courses need to be modified to improve students' sense of belonging and reduce the gender gaps.     Identifying student conceptual resources for understanding physics: A practical guide for researchers Amy D. Robertson, Lisa M. Goodhew, Lauren C. Bauman, Brynna Hansen, and Anne T. Alesandrini Phys. Rev. Phys. Educ. Res. 19, 020138 (2023) – Published 4 October 2023 Student conceptual resources are used to study the ideas or knowledge students use to solve problems.     Survey of physics reasoning on uncertainty concepts in experiments: An assessment of measurement uncertainty for introductory physics labs Michael Vignal, Gayle Geschwind, Benjamin Pollard, Rachel Henderson, Marcos D. Caballero, and H. J. Lewandowski Phys. Rev. Phys. Educ. Res. 19, 020139 (2023) – Published 4 October 2023 A detailed description of the design of the survey of physics reasoning on uncertainty concepts in experiments.     Instructing nontraditional physics labs: Toward responsiveness to student epistemic framing Meagan Sundstrom, Rebeckah K. Fussell, Anna McLean Phillips, Mark Akubo, Scott E. Allen, David Hammer, Rachel E. Scherr, and N. G. Holmes Phys. Rev. Phys. Educ. Res. 19, 020140 (2023) – Published 6 October 2023 Instructor sensitivity to students' expectations during the lab may increase engagement with innovative lab activities.     Assessment tool to understand how students justify their decisions in data comparison problems Karel Kok and Burkhard Priemer Phys. Rev. Phys. Educ. Res. 19, 020141 (2023) – Published 9 October 2023 The development and testing of a research-based tool to understand student reasoning about uncertainty when comparing data sets.     Persistence, context, and visual strategy of graph understanding: Gaze patterns reveal student difficulties in interpreting graphs Sebastian Becker, Lynn Knippertz, Stefan Ruzika, and Jochen Kuhn Phys. Rev. Phys. Educ. Res. 19, 020142 (2023) – Published 9 October 2023 Lack of mathematical knowledge and skills is not the primary barrier preventing students from correctly interpreting kinematics diagrams.     Planning for participants' varying needs and abilities in qualitative research Daryl McPadden, Vashti Sawtelle, Erin M. Scanlon, Jacquelyn J. Chini, Harsna Chahal, Regan Levy, and Alex Reynolds Phys. Rev. Phys. Educ. Res. 19, 020143 (2023) – Published 12 October 2023 How to combat ableism and to provide access to all research participants through alternative formats in research design.     Seeing quantum effects in experiments Victoria Borish and H. J. Lewandowski Phys. Rev. Phys. Educ. Res. 19, 020144 (2023) – Published 16 October 2023 Investigation of how faculty and students "see" quantum effects while conducting quantum optics experiments.     Conceptual framework assessment of knowledge integration in student learning of measurement uncertainty Chuting Lu, Yating Liu, Shaorui Xu, Shaona Zhou, Heather Mei, Xiangqun Zhang, Lan Yang, and Lei Bao Phys. Rev. Phys. Educ. Res. 19, 020145 (2023) – Published 16 October 2023 The traditional introductory physics curriculum does not help students develop an integrated conceptual understanding of measurement uncertainty.     Investigating changes in student views of measurement uncertainty in an introductory physics lab course using clustering algorithms Alexandra Werth, Benjamin Pollard, Robert Hobbs, and H. J. Lewandowski Phys. Rev. Phys. Educ. Res. 19, 020146 (2023) – Published 18 October 2023 Combining hand coding and a clustering algorithm identified shifts toward more expertlike reasoning about uncertainty in physics.     Comparing introductory and beyond-introductory students' reasoning about uncertainty Emily M. Stump, Mark Hughes, Gina Passante, and N. G. Holmes Phys. Rev. Phys. Educ. Res. 19, 020147 (2023) – Published 19 October 2023 Three aspects of students' understanding of uncertainty are compared between introductory and more advanced lab courses: procedural reasoning, sources of uncertainty, and predictive reasoning.     Taking introductory physics in studio, lecture, or online format: What difference does it make in subsequent courses, and for whom? Gerd Kortemeyer, Christine Kortemeyer, and Wolfgang Bauer Phys. Rev. Phys. Educ. Res. 19, 020148 (2023) – Published 23 October 2023 Introductory physics courses using a studio format resulted in students feeling better prepared for subsequent courses than other more traditional course formats.     Editors' Suggestion Making context explicit in equation construction and interpretation: Symbolic blending Benjamin P. Schermerhorn and John R. Thompson Phys. Rev. Phys. Educ. Res. 19, 020149 (2023) – Published 24 October 2023 The symbolic blending model can be used to analyze students' mathematical sense-making when constructing equations in upper-division physics.     Editors' Suggestion Educational data augmentation in physics education research using ChatGPT Fabian Kieser, Peter Wulff, Jochen Kuhn, and Stefan Küchemann Phys. Rev. Phys. Educ. Res. 19, 020150 (2023) – Published 25 October 2023 ChatGPT can be used to answer concept inventories and subsequently generate humanlike answers.     Enhancing students' views of experimental physics through a course-based undergraduate research experience Alexandra Werth, Colin G. West, Nidhal Sulaiman, and H. J. Lewandowski Phys. Rev. Phys. Educ. Res. 19, 020151 (2023) – Published 26 October 2023 One can develop an online course-based undergraduate research experience for a large-enrollment introductory course that has a positive influence on students' epistemologies surrounding experimental physics.     Development and reliability analysis of a split-administration test of the math epistemic games survey Stephen Hackler, Emily Elliott, Mark Eichenlaub, and Alison M. Sweeney Phys. Rev. Phys. Educ. Res. 19, 020152 (2023) – Published 27 October 2023 The split administration mathematical epistemic games survey can be used as a pretest and post-test instrument to measure gains in expertise in problem solving in introductory physics courses.     Implementation of an investigative science learning environment based laboratory course taught by novice instructors Joshua Rutberg, Diane Jammula, and Sheehan Ahmed Phys. Rev. Phys. Educ. Res. 19, 020153 (2023) – Published 30 October 2023 Investigation of professional development of teaching assistants in the labs that are a part of the investigative science learning environment approach.     Comparison of men and women's motivation of choosing physics teaching or nonteaching trajectory Jie Yang, Qing X. Ryan, Shiyu Gao, and Xijia Guo Phys. Rev. Phys. Educ. Res. 19, 020154 (2023) – Published 2 November 2023 Students pursue teaching careers because they have a passion for physics and believe that teaching is a meaningful profession.     Enhanced social connectivity in hybrid classrooms versus academic centrality in online settings Javier Pulgar, Diego Ramírez, and Cristian Candia Phys. Rev. Phys. Educ. Res. 19, 020155 (2023) – Published 3 November 2023 Online-only instructional settings can perpetuate existing social divides and academic hierarchies, hindering both social inclusion and educational progress.     Development and assessment of a course-based undergraduate research experience for online astronomy majors Heather B. Hewitt, Molly N. Simon, Chris Mead, Skylar Grayson, Grace L. Beall, Robert T. Zellem, Kalée Tock, and Kyle A. Pearson Phys. Rev. Phys. Educ. Res. 19, 020156 (2023) – Published 7 November 2023 Course-based undergraduate research experience can be used in online programs as a way to make authentic research accessible to more students.     Context affects student thinking about sources of uncertainty in classical and quantum mechanics Emily M. Stump, Matthew Dew, Gina Passante, and N. G. Holmes Phys. Rev. Phys. Educ. Res. 19, 020157 (2023) – Published 15 November 2023 Student ideas about measurement uncertainty depend on whether the context invoked is classical or quantum physics.     Comparing students' learning and development of scientific abilities with apparatus-based versus video-based experimentation David T. Brookes, Mc Kenna Wallace, Michael Nelson, Anna Karelina, Peter Bohacek, Matthew Vonk, and Eugenia Ektina Phys. Rev. Phys. Educ. Res. 19, 020158 (2023) – Published 16 November 2023 What are impacts of substituting video-based experiments in place of apparatus-based experiments that emphasize scientific abilities?     Physics lab courses under digital transformation: A trinational survey among university lab instructors about the role of new digital technologies and learning objectives Simon Zacharias Lahme, Pascal Klein, Antti Lehtinen, Andreas Müller, Pekka Pirinen, Lucija Rončević, and Ana Sušac Phys. Rev. Phys. Educ. Res. 19, 020159 (2023) – Published 20 November 2023 Lab instructors' attitudes and experiences with digital technologies are explored in three European countries.     Editors' Suggestion Critical issues in statistical causal inference for observational physics education research Vidushi Adlakha and Eric Kuo Phys. Rev. Phys. Educ. Res. 19, 020160 (2023) – Published 20 November 2023 A starting point for researchers to learn more about the causal inference methods and analysis techniques that have been developed outside the field of PER.     Encouraging students to understand the 1D wave equation Muhammad Aswin Rangkuti and Ricardo Karam Phys. Rev. Phys. Educ. Res. 19, 020161 (2023) – Published 22 November 2023 Helping students develop a deeper understanding of the 1D wave equation.     Collaborative physics teachers: Enhancing the use of the laboratory through action research in a community of learners Marta Carli and Ornella Pantano Phys. Rev. Phys. Educ. Res. 19, 020162 (2023) – Published 29 November 2023 A successful model of in-service physics teacher professional development that is built on action research within a community of practice.     Toward AI grading of student problem solutions in introductory physics: A feasibility study Gerd Kortemeyer Phys. Rev. Phys. Educ. Res. 19, 020163 (2023) – Published 29 November 2023 AI tools will likely soon be capable of replacing human graders of student problem solutions in introductory physics.     Confirmatory factor analysis of two self-efficacy scales for astronomy understanding and robotic telescope use R. Freed, D. H. McKinnon, M. T. Fitzgerald, and S. Salimpour Phys. Rev. Phys. Educ. Res. 19, 020164 (2023) – Published 5 December 2023 An improved scale for measuring self-efficacy in relation to the use of the astronomical instrumentation associated with online robotic telescopes.     Cross-age study on secondary school students' views of stars Philipp Bitzenbauer, Sarah Navarrete, Fabian Hennig, Malte S. Ubben, and Joaquin M. Veith Phys. Rev. Phys. Educ. Res. 19, 020165 (2023) – Published 7 December 2023 Current educational practices in secondary schools appear to be successful in helping students develop scientifically correct ideas about stars.     Improving scientific abilities through lab report revision in a high school investigative science learning environment classroom Danielle Buggé Phys. Rev. Phys. Educ. Res. 19, 020166 (2023) – Published 15 December 2023 Lab reports implemented with rubrics, feedback, and revision support high school physics students' development of scientific practices.     Response-shift bias in student self-efficacy during an actively taught physics course Kelly Miller, Tobias Espinosa, Ives Araujo, and Isaura Gallegos Phys. Rev. Phys. Educ. Res. 19, 020167 (2023) – Published 19 December 2023 Studies of student self-efficacy that rely on a pretest and posttest assessment may incorrectly evaluate the course as ineffective due to response-shift bias.     Historical analysis of innovation and research in physics instructional laboratories: Recurring themes and future directions Jason M. May Phys. Rev. Phys. Educ. Res. 19, 020168 (2023) – Published 20 December 2023 A review of the evolution of undergraduate physics lab education within the United States that brings out shifts in goals, the rise of PER on labs, and emerging areas of research.     Development of a new teaching-learning sequence on the particulate nature of matter using crystal structures Florian Budimaier and Martin Hopf Phys. Rev. Phys. Educ. Res. 19, 020169 (2023) – Published 26 December 2023 Student understanding of the particulate nature of matter is improved when the topic is introduced in the context of crystal structures.     Integrating argumentation in physics inquiry: A design and evaluation study C. F. J. Pols, P. J. J. M. Dekkers, and M. J. de Vries Phys. Rev. Phys. Educ. Res. 19, 020170 (2023) – Published 28 December 2023 Instruction for secondary physics students that focuses on argumentation enables them to engage in independent scientific inquiry.     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.     Comment on "Rubric-based holistic review represents a change from traditional graduate admissions approaches in physics" M. B. Weissman Phys. Rev. Phys. Educ. Res. 19, 028001 (2023) – Published 6 December 2023   No Teaser       American Physical Society: 1 Physics Ellipse, College Park, MD 20740 ©2024 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.