Physical Review Physics Education Research - February 2024

Physical Review Physics Education Research View Email Online   Volume 20, Issue 1 (partial) January - June 2024   View Issue   Advertisement Congratulations to the 2024 Outstanding Referees In this year, 2024, 156 Outstanding Referees were selected from the 91,600 currently active referees. The honorees come from over 42 different countries and will be recognized at the upcoming March Meeting. Read more.     Advertisement Don't miss these exciting Physical Review Journals events at the 2024 APS March Meeting Sunday, March 3, 10:00 a.m. – 2:30 p.m. CT - Mastering the Art of Refereeing in Soft and Living Matter: Insights from the Editors of Physical Review (Registration required) Tuesday, March 5, 5:30 – 7:00 p.m. CT - Physical Review Journals Editor Roundtables - discuss publishing with experts in several fields. Complimentary food and drinks served. All are welcome Tuesday, March 5, 8:00 – 9:30 p.m. CT - Physical Review Journals Referee Appreciation Event - celebrate the contributions of our referees. Complimentary food and drinks served. All are welcome Wednesday, March 6, 8:00 – 9:30 a.m. CT - Tutorial for Authors & Referees - learn how to perfect your submission and how to deliver helpful reviews. All are welcome. We look forward to seeing you in Minneapolis!     Advertisement Careers 2024 Provides Up-to-Date Content for Today's Job Seekers In the newly released Careers 2024, job seekers can find up-to-date information on career development and career paths in physics, career advice from firsthand experiences, APS career-related programs, and an employer directory of companies currently looking to hire physicists. Please share this free digital resource with your students or anyone looking for career advice. Discover the wealth of opportunities available to anyone with a physics degree. View it now or request a physical copy.     Not an APS member? Join today to start connecting with a community of more than 50,000 physicists.   Editorial: Discontinuation of short papers in PRPER Charles Henderson Phys. Rev. Phys. Educ. Res. 20, 010001 (2024) – Published 16 January 2024   Statistically equivalent models with different causal structures: An example from physics identity Yangqiuting Li and Chandralekha Singh Phys. Rev. Phys. Educ. Res. 20, 010101 (2024) – Published 16 January 2024 Good model fit alone is not sufficient to verify the causal structure of a statistical models; additional evidence is required.     Gender equity in physics labs Danny Doucette and Chandralekha Singh Phys. Rev. Phys. Educ. Res. 20, 010102 (2024) – Published 30 January 2024 Indicators and causes of gender inequities within educational physics labs and how to reduce them.     Relationship between semiotic representations and student performance in the context of refraction Cedric Linder, Jesper Bruun, Arvid Pohl, and Burkhard Priemer Phys. Rev. Phys. Educ. Res. 20, 010103 (2024) – Published 5 February 2024 Students develop representational competency synergistically with the development of ways to communicate about these representations.     Applying module analysis to the Brief Electricity and Magnetism Assessment Christopher Wheatley, James Wells, and John Stewart Phys. Rev. Phys. Educ. Res. 20, 010104 (2024) – Published 6 February 2024 Modified module analysis revealed communities of answers to the Brief Electricity and Magnetism Assessment based on incorrect answers and the structure of the instrument itself.     Exploring student reasoning in statistical mechanics: Identifying challenges in problem-solving groups Ebba Koerfer and Bor Gregorcic Phys. Rev. Phys. Educ. Res. 20, 010105 (2024) – Published 12 February 2024 The strong reliance on idealized toy models to illustrate concepts in statistical mechanics may not be sufficient to support high quality student learning.     Using continua to analyze qualitative data investigating epistemic beliefs about physics knowledge: Visualizing beliefs Ellen Watson and Gregory Thomas Phys. Rev. Phys. Educ. Res. 20, 010106 (2024) – Published 15 February 2024 Novel means of analyzing interview data to construct profiles to describe epistemic beliefs on physics knowledge.     Designing e-learning courses for classroom and distance learning in physics: The role of learning tasks Daniel Laumann, Julian Alexander Fischer, Tatjana K. Stürmer-Steinmann, Julia Welberg, Susanne Weßnigk, and Knut Neumann Phys. Rev. Phys. Educ. Res. 20, 010107 (2024) – Published 16 February 2024 Open-ended tasks, while useful for in-person physics courses, should be used less frequently in completely online courses.     Open-inquiry opens doors to intriguing optics experiments at home: A case study Paul R. DeStefano and Ralf Widenhorn Phys. Rev. Phys. Educ. Res. 20, 010108 (2024) – Published 20 February 2024 Investigating an optical phenomenon during pandemic remote learning supports experimental design and modeling skills.     Editors' Suggestion Performance of ChatGPT on the test of understanding graphs in kinematics Giulia Polverini and Bor Gregorcic Phys. Rev. Phys. Educ. Res. 20, 010109 (2024) – Published 23 February 2024 ChatGPT does well at proposing productive strategies for solving problems on the test of understanding graphs in kinematics, but does poorly at getting correct answers due to limited ability to visually interpret graphs.     Investigating students' self-identified and reflected appraisal of femininity, masculinity, and androgyny in introductory physics courses Yangqiuting Li and Eric Burkholder Phys. Rev. Phys. Educ. Res. 20, 010110 (2024) – Published 27 February 2024 Using gradational measures of femininity, masculinity, and androgeny one finds that physics students perceptions differ from binary gender of men and women.     Featured in Physics Diverging nonlocal fields: Operationalizing critical disability physics identity with neurodivergent physicists outside academia Liam G. McDermott, Nazeer A. Mosley, and Geraldine L. Cochran Phys. Rev. Phys. Educ. Res. 20, 010111 (2024) – Published 29 February 2024 :Ableism Puts Neurodivergent Students at a Disadvantage Neurodivergent students experience unnecessary barriers to success in physics from assessment that is not constructed for how neurodivergent physicists perform physics-related tasks.       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. 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