Recent Articles in Phys. Rev. ST Phys. Educ. Res. http://prst-per.aps.org/ Recent articles in Physical Review Special Topics - Physics Education Research hourly 1 2012-05-16T17:06:21-04:00 rss@aps.org assocpub@aps.org 2012-05-16T17:06:21-04:00 en Copyright © 2012 the American Physical Society. Personal use only, all commercial or other reuse prohibited Copyright © 2012 the American Physical Society assocpub@aps.org Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010123 Author(s): Pasi Nieminen, Antti Savinainen, and Jouni Viiri<br/><p>Previous physics education research has raised the question of “hidden variables” behind students’ success in learning certain concepts. In the context of the force concept, it has been suggested that students’ reasoning ability is one such variable. Strong positive correlations between students’ pr...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010123] Published Wed May 16, 2012 Author(s): Pasi Nieminen, Antti Savinainen, and Jouni Viiri

Creative Commons Previous physics education research has raised the question of “hidden variables” behind students’ success in learning certain concepts. In the context of the force concept, it has been suggested that students’ reasoning ability is one such variable. Strong positive correlations between students’ pr...

[Phys. Rev. ST Phys. Educ. Res. 8, 010123] Published Wed May 16, 2012

]]> Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning Pasi Nieminen, Antti Savinainen, and Jouni Viiri 2012-05-16T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010123 Phys. Rev. ST Phys. Educ. Res. 8, 010123 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-05-16T10:00:00-04:00 10.1103/PhysRevSTPER.8.010123 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010123 010123 ARTICLES ARTICLES Differences in visual attention between those who correctly and incorrectly answer physics problems http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010122 Author(s): Adrian M. Madsen, Adam M. Larson, Lester C. Loschky, and N. Sanjay Rebello<br/><p>This study investigated how visual attention differed between those who correctly versus incorrectly answered introductory physics problems. We recorded eye movements of 24 individuals on six different conceptual physics problems where the necessary information to solve the problem was contained in ...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010122] Published Fri May 11, 2012 Author(s): Adrian M. Madsen, Adam M. Larson, Lester C. Loschky, and N. Sanjay Rebello

Creative Commons This study investigated how visual attention differed between those who correctly versus incorrectly answered introductory physics problems. We recorded eye movements of 24 individuals on six different conceptual physics problems where the necessary information to solve the problem was contained in ...

[Phys. Rev. ST Phys. Educ. Res. 8, 010122] Published Fri May 11, 2012

]]> Differences in visual attention between those who correctly and incorrectly answer physics problems Adrian M. Madsen, Adam M. Larson, Lester C. Loschky, and N. Sanjay Rebello 2012-05-11T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010122 Phys. Rev. ST Phys. Educ. Res. 8, 010122 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-05-11T10:00:00-04:00 10.1103/PhysRevSTPER.8.010122 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010122 010122 ARTICLES ARTICLES Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010121 Author(s): Fred Goldberg, Edward Price, Stephen Robinson, Danielle Boyd-Harlow, and Michael McKean<br/><p>We report on the adaptation of the small enrollment, lab and discussion based physical science course, <span style="font-style: italic;">Physical Science and Everyday Thinking</span> (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new <span style="font-style: italic;">Learning Physical Science</span> (LEPS) curriculum was designed around specific principles ...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010121] Published Wed May 09, 2012 Author(s): Fred Goldberg, Edward Price, Stephen Robinson, Danielle Boyd-Harlow, and Michael McKean

Creative Commons We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles ...

[Phys. Rev. ST Phys. Educ. Res. 8, 010121] Published Wed May 09, 2012

]]> Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments Fred Goldberg, Edward Price, Stephen Robinson, Danielle Boyd-Harlow, and Michael McKean 2012-05-09T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010121 Phys. Rev. ST Phys. Educ. Res. 8, 010121 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-05-09T10:00:00-04:00 10.1103/PhysRevSTPER.8.010121 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010121 010121 ARTICLES ARTICLES Preliminary investigation of instructor effects on gender gap in introductory physics http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010120 Author(s): Kimberley Kreutzer and Andrew Boudreaux<br/><p>Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained females in traditionally taught sections as well as ...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010120] Published Fri May 04, 2012 Author(s): Kimberley Kreutzer and Andrew Boudreaux

Creative Commons Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained females in traditionally taught sections as well as ...

[Phys. Rev. ST Phys. Educ. Res. 8, 010120] Published Fri May 04, 2012

]]> Preliminary investigation of instructor effects on gender gap in introductory physics Kimberley Kreutzer and Andrew Boudreaux 2012-05-04T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010120 Phys. Rev. ST Phys. Educ. Res. 8, 010120 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-05-04T10:00:00-04:00 10.1103/PhysRevSTPER.8.010120 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010120 010120 ARTICLES ARTICLES Improving students’ understanding of quantum measurement. I. Investigation of difficulties http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010117 Author(s): Guangtian Zhu and Chandralekha Singh<br/><p>We describe the difficulties that advanced undergraduate and graduate students have with quantum measurement within the standard interpretation of quantum mechanics. We explore the possible origins of these difficulties by analyzing student responses to questions from both surveys and interviews. Re...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010117] Published Thu Apr 19, 2012 Author(s): Guangtian Zhu and Chandralekha Singh

Creative Commons We describe the difficulties that advanced undergraduate and graduate students have with quantum measurement within the standard interpretation of quantum mechanics. We explore the possible origins of these difficulties by analyzing student responses to questions from both surveys and interviews. Re...

[Phys. Rev. ST Phys. Educ. Res. 8, 010117] Published Thu Apr 19, 2012

]]> Improving students’ understanding of quantum measurement. I. Investigation of difficulties Guangtian Zhu and Chandralekha Singh 2012-04-19T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010117 Phys. Rev. ST Phys. Educ. Res. 8, 010117 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-04-19T10:00:00-04:00 10.1103/PhysRevSTPER.8.010117 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010117 010117 ARTICLES ARTICLES Improving students’ understanding of quantum measurement. II. Development of research-based learning tools http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010118 Author(s): Guangtian Zhu and Chandralekha Singh<br/><p>We describe the development and implementation of research-based learning tools such as the Quantum Interactive Learning Tutorials and peer-instruction tools to reduce students’ common difficulties with issues related to measurement in quantum mechanics. A preliminary evaluation shows that these lea...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010118] Published Thu Apr 19, 2012 Author(s): Guangtian Zhu and Chandralekha Singh

Creative Commons We describe the development and implementation of research-based learning tools such as the Quantum Interactive Learning Tutorials and peer-instruction tools to reduce students’ common difficulties with issues related to measurement in quantum mechanics. A preliminary evaluation shows that these lea...

[Phys. Rev. ST Phys. Educ. Res. 8, 010118] Published Thu Apr 19, 2012

]]> Improving students’ understanding of quantum measurement. II. Development of research-based learning tools Guangtian Zhu and Chandralekha Singh 2012-04-19T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010118 Phys. Rev. ST Phys. Educ. Res. 8, 010118 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-04-19T10:00:00-04:00 10.1103/PhysRevSTPER.8.010118 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010118 010118 ARTICLES ARTICLES Mapping university students’ epistemic framing of computational physics using network analysis http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010115 Author(s): Madelen Bodin<br/><p>Solving physics problem in university physics education using a computational approach requires knowledge and skills in several domains, for example, physics, mathematics, programming, and modeling. These competences are in turn related to students’ beliefs about the domains as well as about learnin...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010115] Published Tue Apr 10, 2012 Author(s): Madelen Bodin

Creative Commons Solving physics problem in university physics education using a computational approach requires knowledge and skills in several domains, for example, physics, mathematics, programming, and modeling. These competences are in turn related to students’ beliefs about the domains as well as about learnin...

[Phys. Rev. ST Phys. Educ. Res. 8, 010115] Published Tue Apr 10, 2012

]]> Mapping university students’ epistemic framing of computational physics using network analysis Madelen Bodin 2012-04-10T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010115 Phys. Rev. ST Phys. Educ. Res. 8, 010115 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-04-10T10:00:00-04:00 10.1103/PhysRevSTPER.8.010115 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010115 010115 ARTICLES ARTICLES Learning, retention, and forgetting of Newton’s third law throughout university physics http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010116 Author(s): Eleanor C. Sayre, Scott V. Franklin, Stephanie Dymek, Jessica Clark, and Yifei Sun<br/><p>We present data from a between-student study on student response to questions on Newton’s third law given in two introductory calculus-based physics classes (Mechanics and Electromagnetism) at a large northeastern university. Construction of a response curve reveals subtle dynamics in student learni...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010116] Published Tue Apr 10, 2012 Author(s): Eleanor C. Sayre, Scott V. Franklin, Stephanie Dymek, Jessica Clark, and Yifei Sun

Creative Commons We present data from a between-student study on student response to questions on Newton’s third law given in two introductory calculus-based physics classes (Mechanics and Electromagnetism) at a large northeastern university. Construction of a response curve reveals subtle dynamics in student learni...

[Phys. Rev. ST Phys. Educ. Res. 8, 010116] Published Tue Apr 10, 2012

]]> Learning, retention, and forgetting of Newton’s third law throughout university physics Eleanor C. Sayre, Scott V. Franklin, Stephanie Dymek, Jessica Clark, and Yifei Sun 2012-04-10T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010116 Phys. Rev. ST Phys. Educ. Res. 8, 010116 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-04-10T10:00:00-04:00 10.1103/PhysRevSTPER.8.010116 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010116 010116 ARTICLES ARTICLES Disciplinary authenticity: Enriching the reforms of introductory physics courses for life-science students http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010112 Author(s): Jessica Watkins, Janet E. Coffey, Edward F. Redish, and Todd J. Cooke<br/><p>Educators and policy makers have advocated for reform of undergraduate biology education, calling for greater integration of mathematics and physics in the biology curriculum. While these calls reflect the increasingly interdisciplinary nature of biology research, crossing disciplinary boundaries in...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010112] Published Wed Apr 04, 2012 Author(s): Jessica Watkins, Janet E. Coffey, Edward F. Redish, and Todd J. Cooke

Creative Commons Educators and policy makers have advocated for reform of undergraduate biology education, calling for greater integration of mathematics and physics in the biology curriculum. While these calls reflect the increasingly interdisciplinary nature of biology research, crossing disciplinary boundaries in...

[Phys. Rev. ST Phys. Educ. Res. 8, 010112] Published Wed Apr 04, 2012

]]> Disciplinary authenticity: Enriching the reforms of introductory physics courses for life-science students Jessica Watkins, Janet E. Coffey, Edward F. Redish, and Todd J. Cooke 2012-04-04T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010112 Phys. Rev. ST Phys. Educ. Res. 8, 010112 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-04-04T10:00:00-04:00 10.1103/PhysRevSTPER.8.010112 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010112 010112 ARTICLES ARTICLES Exploration of factors that affect the comparative effectiveness of physical and virtual manipulatives in an undergraduate laboratory http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010113 Author(s): Jacquelyn J. Chini, Adrian Madsen, Elizabeth Gire, N. Sanjay Rebello, and Sadhana Puntambekar<br/><p>Recent research results have failed to support the conventionally held belief that students learn physics best from hands-on experiences with physical equipment. Rather, studies have found that students who perform similar experiments with computer simulations perform as well or better on measures o...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010113] Published Wed Apr 04, 2012 Author(s): Jacquelyn J. Chini, Adrian Madsen, Elizabeth Gire, N. Sanjay Rebello, and Sadhana Puntambekar

Creative Commons Recent research results have failed to support the conventionally held belief that students learn physics best from hands-on experiences with physical equipment. Rather, studies have found that students who perform similar experiments with computer simulations perform as well or better on measures o...

[Phys. Rev. ST Phys. Educ. Res. 8, 010113] Published Wed Apr 04, 2012

]]> Exploration of factors that affect the comparative effectiveness of physical and virtual manipulatives in an undergraduate laboratory Jacquelyn J. Chini, Adrian Madsen, Elizabeth Gire, N. Sanjay Rebello, and Sadhana Puntambekar 2012-04-04T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010113 Phys. Rev. ST Phys. Educ. Res. 8, 010113 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-04-04T10:00:00-04:00 10.1103/PhysRevSTPER.8.010113 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010113 010113 ARTICLES ARTICLES Using time-on-task measurements to understand student performance in a physics class: A four-year study http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010114 Author(s): John Stewart, Gay Stewart, and Jennifer Taylor<br/><p>Student use of out-of-class time was measured for four years in the introductory second-semester calculus-based physics course at the University of Arkansas. Two versions of the course were presented during the time of the measurement. In both versions, the total out-of-class time a student invested...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010114] Published Wed Apr 04, 2012 Author(s): John Stewart, Gay Stewart, and Jennifer Taylor

Creative Commons Student use of out-of-class time was measured for four years in the introductory second-semester calculus-based physics course at the University of Arkansas. Two versions of the course were presented during the time of the measurement. In both versions, the total out-of-class time a student invested...

[Phys. Rev. ST Phys. Educ. Res. 8, 010114] Published Wed Apr 04, 2012

]]> Using time-on-task measurements to understand student performance in a physics class: A four-year study John Stewart, Gay Stewart, and Jennifer Taylor 2012-04-04T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010114 Phys. Rev. ST Phys. Educ. Res. 8, 010114 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-04-04T10:00:00-04:00 10.1103/PhysRevSTPER.8.010114 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010114 010114 ARTICLES ARTICLES Observations on student difficulties with mathematics in upper-division electricity and magnetism http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010111 Author(s): Rachel E. Pepper, Stephanie V. Chasteen, Steven J. Pollock, and Katherine K. Perkins<br/><p>We discuss common difficulties in upper-division electricity and magnetism (E&amp;M) in the areas of Gauss’s law, vector calculus, and electric potential using both quantitative and qualitative evidence. We also show that many of these topical difficulties may be tied to student difficulties with ma...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010111] Published Tue Mar 27, 2012 Author(s): Rachel E. Pepper, Stephanie V. Chasteen, Steven J. Pollock, and Katherine K. Perkins

Creative Commons We discuss common difficulties in upper-division electricity and magnetism (E&M) in the areas of Gauss’s law, vector calculus, and electric potential using both quantitative and qualitative evidence. We also show that many of these topical difficulties may be tied to student difficulties with ma...

[Phys. Rev. ST Phys. Educ. Res. 8, 010111] Published Tue Mar 27, 2012

]]> Observations on student difficulties with mathematics in upper-division electricity and magnetism Rachel E. Pepper, Stephanie V. Chasteen, Steven J. Pollock, and Katherine K. Perkins 2012-03-27T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010111 Phys. Rev. ST Phys. Educ. Res. 8, 010111 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-03-27T10:00:00-04:00 10.1103/PhysRevSTPER.8.010111 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010111 010111 ARTICLES ARTICLES Prospective elementary teachers’ perceptions of the processes of modeling: A case study http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010110 Author(s): Claudio Fazio, Benedetto Di Paola, and Ivan Guastella<br/><p>In this paper we discuss a study on the approaches to modeling of students of the 4-year elementary school teacher program at the University of Palermo, Italy. The answers to a specially designed questionnaire are analyzed on the basis of an <span style="font-style: italic;">a priori</span> analysis made using a general scheme of reference...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010110] Published Thu Mar 15, 2012 Author(s): Claudio Fazio, Benedetto Di Paola, and Ivan Guastella

Creative Commons In this paper we discuss a study on the approaches to modeling of students of the 4-year elementary school teacher program at the University of Palermo, Italy. The answers to a specially designed questionnaire are analyzed on the basis of an a priori analysis made using a general scheme of reference...

[Phys. Rev. ST Phys. Educ. Res. 8, 010110] Published Thu Mar 15, 2012

]]> Prospective elementary teachers’ perceptions of the processes of modeling: A case study Claudio Fazio, Benedetto Di Paola, and Ivan Guastella 2012-03-15T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010110 Phys. Rev. ST Phys. Educ. Res. 8, 010110 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-03-15T10:00:00-04:00 10.1103/PhysRevSTPER.8.010110 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010110 010110 ARTICLES ARTICLES How do they solve it? An insight into the learner’s approach to the mechanism of physics problem solving http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010109 Author(s): Balasubrahmanya Hegde and B. N. Meera<br/><p>A perceived difficulty is associated with physics problem solving from a learner’s viewpoint, arising out of a multitude of reasons. In this paper, we have examined the microstructure of students’ thought processes during physics problem solving by combining the analysis of responses to multiple-cho...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010109] Published Fri Mar 09, 2012 Author(s): Balasubrahmanya Hegde and B. N. Meera

Creative Commons A perceived difficulty is associated with physics problem solving from a learner’s viewpoint, arising out of a multitude of reasons. In this paper, we have examined the microstructure of students’ thought processes during physics problem solving by combining the analysis of responses to multiple-cho...

[Phys. Rev. ST Phys. Educ. Res. 8, 010109] Published Fri Mar 09, 2012

]]> How do they solve it? An insight into the learner’s approach to the mechanism of physics problem solving Balasubrahmanya Hegde and B. N. Meera 2012-03-09T10:00:00-05:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010109 Phys. Rev. ST Phys. Educ. Res. 8, 010109 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-03-09T10:00:00-05:00 10.1103/PhysRevSTPER.8.010109 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010109 010109 ARTICLES ARTICLES Role of beliefs and emotions in numerical problem solving in university physics education http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010108 Author(s): Madelen Bodin and Mikael Winberg<br/><p>Numerical problem solving in classical mechanics in university physics education offers a learning situation where students have many possibilities of control and creativity. In this study, expertlike beliefs about physics and learning physics together with prior knowledge were the most important pr...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010108] Published Wed Feb 29, 2012 Author(s): Madelen Bodin and Mikael Winberg

Creative Commons Numerical problem solving in classical mechanics in university physics education offers a learning situation where students have many possibilities of control and creativity. In this study, expertlike beliefs about physics and learning physics together with prior knowledge were the most important pr...

[Phys. Rev. ST Phys. Educ. Res. 8, 010108] Published Wed Feb 29, 2012

]]> Role of beliefs and emotions in numerical problem solving in university physics education Madelen Bodin and Mikael Winberg 2012-02-29T10:00:00-05:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010108 Phys. Rev. ST Phys. Educ. Res. 8, 010108 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-02-29T10:00:00-05:00 10.1103/PhysRevSTPER.8.010108 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010108 010108 ARTICLES ARTICLES Scientific reasoning abilities of nonscience majors in physics-based courses http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010106 Author(s): J. Christopher Moore and Louis J. Rubbo<br/><p>We have found that non-STEM (science, technology, engineering, and mathematics) majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower preinstruction on the Lawson’s Classroom Test of Scientific Reasoning (LCTSR) in comparis...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010106] Published Wed Feb 15, 2012 Author(s): J. Christopher Moore and Louis J. Rubbo

Creative Commons We have found that non-STEM (science, technology, engineering, and mathematics) majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower preinstruction on the Lawson’s Classroom Test of Scientific Reasoning (LCTSR) in comparis...

[Phys. Rev. ST Phys. Educ. Res. 8, 010106] Published Wed Feb 15, 2012

]]> Scientific reasoning abilities of nonscience majors in physics-based courses J. Christopher Moore and Louis J. Rubbo 2012-02-15T10:00:00-05:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010106 Phys. Rev. ST Phys. Educ. Res. 8, 010106 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-02-15T10:00:00-05:00 10.1103/PhysRevSTPER.8.010106 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010106 010106 ARTICLES ARTICLES Effects of two different types of physics learning on the results of CLASS test http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010107 Author(s): Mirko Marušić and Josip Sliško<br/><p>During a one-semester-long research project with high school students, we deployed and gauged efficiency of two different reform teaching methods: reading, presenting, and questioning (RPQ) and experimenting and discussion (ED). In this paper we report on changes in students’ attitudes and beliefs a...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010107] Published Wed Feb 15, 2012 Author(s): Mirko Marušić and Josip Sliško

Creative Commons During a one-semester-long research project with high school students, we deployed and gauged efficiency of two different reform teaching methods: reading, presenting, and questioning (RPQ) and experimenting and discussion (ED). In this paper we report on changes in students’ attitudes and beliefs a...

[Phys. Rev. ST Phys. Educ. Res. 8, 010107] Published Wed Feb 15, 2012

]]> Effects of two different types of physics learning on the results of CLASS test Mirko Marušić and Josip Sliško 2012-02-15T10:00:00-05:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010107 Phys. Rev. ST Phys. Educ. Res. 8, 010107 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-02-15T10:00:00-05:00 10.1103/PhysRevSTPER.8.010107 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010107 010107 ARTICLES ARTICLES Epistemic complexity and the journeyman-expert transition http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010105 Author(s): Thomas J. Bing and Edward F. Redish<br/><p>Physics students can encounter difficulties in physics problem solving as a result of failing to use knowledge that they have but do not perceive as relevant or appropriate. In previous work we have demonstrated that some of these difficulties may be epistemological. Students may limit the kinds of ...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010105] Published Fri Feb 10, 2012 Author(s): Thomas J. Bing and Edward F. Redish

Creative Commons Physics students can encounter difficulties in physics problem solving as a result of failing to use knowledge that they have but do not perceive as relevant or appropriate. In previous work we have demonstrated that some of these difficulties may be epistemological. Students may limit the kinds of ...

[Phys. Rev. ST Phys. Educ. Res. 8, 010105] Published Fri Feb 10, 2012

]]> Epistemic complexity and the journeyman-expert transition Thomas J. Bing and Edward F. Redish 2012-02-10T10:00:00-05:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010105 Phys. Rev. ST Phys. Educ. Res. 8, 010105 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-02-10T10:00:00-05:00 10.1103/PhysRevSTPER.8.010105 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010105 010105 ARTICLES ARTICLES Applying beliefs and resources frameworks to the psychometric analyses of an epistemology survey http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010104 Author(s): Sevda Yerdelen-Damar, Andrew Elby, and Ali Eryilmaz<br/><p>This study explored how researchers’ views about the form of students’ epistemologies influence how the researchers develop and refine surveys and how they interpret survey results. After running standard statistical analyses on 505 physics students’ responses to the Turkish version of the Maryland ...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010104] Published Wed Feb 08, 2012 Author(s): Sevda Yerdelen-Damar, Andrew Elby, and Ali Eryilmaz

Creative Commons This study explored how researchers’ views about the form of students’ epistemologies influence how the researchers develop and refine surveys and how they interpret survey results. After running standard statistical analyses on 505 physics students’ responses to the Turkish version of the Maryland ...

[Phys. Rev. ST Phys. Educ. Res. 8, 010104] Published Wed Feb 08, 2012

]]> Applying beliefs and resources frameworks to the psychometric analyses of an epistemology survey Sevda Yerdelen-Damar, Andrew Elby, and Ali Eryilmaz 2012-02-08T10:00:00-05:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010104 Phys. Rev. ST Phys. Educ. Res. 8, 010104 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-02-08T10:00:00-05:00 10.1103/PhysRevSTPER.8.010104 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010104 010104 ARTICLES ARTICLES Controlled study on the effectiveness of multimedia learning modules for teaching mechanics http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010103 Author(s): Homeyra R. Sadaghiani<br/><p>We have investigated the impact of using multimedia learning modules (MLM) on the learning of students enrolled in introductory physics courses at California State Polytechnic University, Pomona. One hundred fifty-nine students were randomly registered in two sections of an introductory mechanics co...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010103] Published Fri Feb 03, 2012 Author(s): Homeyra R. Sadaghiani

Creative Commons We have investigated the impact of using multimedia learning modules (MLM) on the learning of students enrolled in introductory physics courses at California State Polytechnic University, Pomona. One hundred fifty-nine students were randomly registered in two sections of an introductory mechanics co...

[Phys. Rev. ST Phys. Educ. Res. 8, 010103] Published Fri Feb 03, 2012

]]> Controlled study on the effectiveness of multimedia learning modules for teaching mechanics Homeyra R. Sadaghiani 2012-02-03T10:00:00-05:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010103 Phys. Rev. ST Phys. Educ. Res. 8, 010103 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-02-03T10:00:00-05:00 10.1103/PhysRevSTPER.8.010103 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010103 010103 ARTICLES ARTICLES Positive attitudinal shifts with the Physics by Inquiry curriculum across multiple implementations http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010102 Author(s): Beth A. Lindsey, Leonardo Hsu, Homeyra Sadaghiani, Jack W. Taylor, and Karen Cummings<br/><p>Recent publications have documented positive attitudinal shifts on the Colorado Learning Attitudes about Science Survey (CLASS) among students enrolled in courses with an explicit epistemological focus. We now report positive attitudinal shifts in classes using the <span style="font-style: italic;">Physics by Inquiry</span> (<span style="font-style: italic;">PbI</span>) curriculu...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010102] Published Mon Jan 30, 2012 Author(s): Beth A. Lindsey, Leonardo Hsu, Homeyra Sadaghiani, Jack W. Taylor, and Karen Cummings

Creative Commons Recent publications have documented positive attitudinal shifts on the Colorado Learning Attitudes about Science Survey (CLASS) among students enrolled in courses with an explicit epistemological focus. We now report positive attitudinal shifts in classes using the Physics by Inquiry (PbI) curriculu...

[Phys. Rev. ST Phys. Educ. Res. 8, 010102] Published Mon Jan 30, 2012

]]> Positive attitudinal shifts with the Physics by Inquiry curriculum across multiple implementations Beth A. Lindsey, Leonardo Hsu, Homeyra Sadaghiani, Jack W. Taylor, and Karen Cummings 2012-01-30T10:00:00-05:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010102 Phys. Rev. ST Phys. Educ. Res. 8, 010102 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-01-30T10:00:00-05:00 10.1103/PhysRevSTPER.8.010102 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010102 010102 ARTICLES ARTICLES Investigating student communities with network analysis of interactions in a physics learning center http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010101 Author(s): Eric Brewe, Laird Kramer, and Vashti Sawtelle<br/><p>Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort,...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 8, 010101] Published Thu Jan 12, 2012 Author(s): Eric Brewe, Laird Kramer, and Vashti Sawtelle

Creative Commons Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort,...

[Phys. Rev. ST Phys. Educ. Res. 8, 010101] Published Thu Jan 12, 2012

]]> Investigating student communities with network analysis of interactions in a physics learning center Eric Brewe, Laird Kramer, and Vashti Sawtelle 2012-01-12T10:00:00-05:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.8.010101 Phys. Rev. ST Phys. Educ. Res. 8, 010101 (2012) article Physical Review Special Topics - Physics Education Research 8 1 2012-01-12T10:00:00-05:00 10.1103/PhysRevSTPER.8.010101 http://link.aps.org/doi/10.1103/PhysRevSTPER.8.010101 010101 ARTICLES ARTICLES Investigating the effectiveness of the tutorials in introductory physics in multiple instructional settings http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020116 Author(s): C. Slezak, K. M. Koenig, R. J. Endorf, and G. A. Braun<br/><p>This paper examines the educational impact of the implementation of the tutorial activity “Changes in Energy and Momentum” from <span style="font-style: italic;">The Tutorials in Introductory Physics</span> in five different instructional settings. These settings include (1) a completely computer-based learning environment and (2) use of c...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 7, 020116] Published Thu Dec 29, 2011 Author(s): C. Slezak, K. M. Koenig, R. J. Endorf, and G. A. Braun

Creative Commons This paper examines the educational impact of the implementation of the tutorial activity “Changes in Energy and Momentum” from The Tutorials in Introductory Physics in five different instructional settings. These settings include (1) a completely computer-based learning environment and (2) use of c...

[Phys. Rev. ST Phys. Educ. Res. 7, 020116] Published Thu Dec 29, 2011

]]> Investigating the effectiveness of the tutorials in introductory physics in multiple instructional settings C. Slezak, K. M. Koenig, R. J. Endorf, and G. A. Braun 2011-12-29T10:00:00-05:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.7.020116 Phys. Rev. ST Phys. Educ. Res. 7, 020116 (2011) article Physical Review Special Topics - Physics Education Research 7 2 2011-12-29T10:00:00-05:00 10.1103/PhysRevSTPER.7.020116 http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020116 020116 ARTICLES ARTICLES Teaching electric circuits with multiple batteries: A qualitative approach http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020115 Author(s): David P. Smith and Paul van Kampen<br/><p>We have investigated preservice science teachers’ qualitative understanding of circuits consisting of multiple batteries in single and multiple loops using a pretest and post-test method and classroom observations. We found that most students were unable to explain the effects of adding batteries in...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 7, 020115] Published Tue Nov 15, 2011 Author(s): David P. Smith and Paul van Kampen

Creative Commons We have investigated preservice science teachers’ qualitative understanding of circuits consisting of multiple batteries in single and multiple loops using a pretest and post-test method and classroom observations. We found that most students were unable to explain the effects of adding batteries in...

[Phys. Rev. ST Phys. Educ. Res. 7, 020115] Published Tue Nov 15, 2011

]]> Teaching electric circuits with multiple batteries: A qualitative approach David P. Smith and Paul van Kampen 2011-11-15T10:00:00-05:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.7.020115 Phys. Rev. ST Phys. Educ. Res. 7, 020115 (2011) article Physical Review Special Topics - Physics Education Research 7 2 2011-11-15T10:00:00-05:00 10.1103/PhysRevSTPER.7.020115 http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020115 020115 ARTICLES ARTICLES How attitudes and beliefs about physics change from high school to faculty http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020114 Author(s): Simon P. Bates, Ross K. Galloway, Claire Loptson, and Katherine A. Slaughter<br/><p>We present results of a pseudolongitudinal study of attitudes and beliefs about physics from different cohort groups ranging from final-year high school students in the UK to physics faculty (<span><span style="font-style: italic;">N</span>=637</span>), using the Colorado Learning Attitudes about Science Survey (CLASS) instrument. In terms of overall d...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 7, 020114] Published Tue Nov 08, 2011 Author(s): Simon P. Bates, Ross K. Galloway, Claire Loptson, and Katherine A. Slaughter

Creative Commons We present results of a pseudolongitudinal study of attitudes and beliefs about physics from different cohort groups ranging from final-year high school students in the UK to physics faculty (N=637), using the Colorado Learning Attitudes about Science Survey (CLASS) instrument. In terms of overall d...

[Phys. Rev. ST Phys. Educ. Res. 7, 020114] Published Tue Nov 08, 2011

]]> How attitudes and beliefs about physics change from high school to faculty Simon P. Bates, Ross K. Galloway, Claire Loptson, and Katherine A. Slaughter 2011-11-08T10:00:00-05:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.7.020114 Phys. Rev. ST Phys. Educ. Res. 7, 020114 (2011) article Physical Review Special Topics - Physics Education Research 7 2 2011-11-08T10:00:00-05:00 10.1103/PhysRevSTPER.7.020114 http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020114 020114 ARTICLES ARTICLES Wave-particle duality and uncertainty principle: Phenomenographic categories of description of tertiary physics students’ depictions http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020113 Author(s): Mengesha Ayene, Jeanne Kriek, and Baylie Damtie<br/><p>Quantum mechanics is often thought to be a difficult subject to understand, not only in the complexity of its mathematics but also in its conceptual foundation. In this paper we emphasize students’ depictions of the uncertainty principle and wave-particle duality of quantum events, phenomena that co...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 7, 020113] Published Thu Nov 03, 2011 Author(s): Mengesha Ayene, Jeanne Kriek, and Baylie Damtie

Creative Commons Quantum mechanics is often thought to be a difficult subject to understand, not only in the complexity of its mathematics but also in its conceptual foundation. In this paper we emphasize students’ depictions of the uncertainty principle and wave-particle duality of quantum events, phenomena that co...

[Phys. Rev. ST Phys. Educ. Res. 7, 020113] Published Thu Nov 03, 2011

]]> Wave-particle duality and uncertainty principle: Phenomenographic categories of description of tertiary physics students’ depictions Mengesha Ayene, Jeanne Kriek, and Baylie Damtie 2011-11-03T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.7.020113 Phys. Rev. ST Phys. Educ. Res. 7, 020113 (2011) article Physical Review Special Topics - Physics Education Research 7 2 2011-11-03T10:00:00-04:00 10.1103/PhysRevSTPER.7.020113 http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020113 020113 ARTICLES ARTICLES Systematic study of student understanding of the relationships between the directions of force, velocity, and acceleration in one dimension http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020112 Author(s): Rebecca Rosenblatt and Andrew F. Heckler<br/><p>We developed an instrument to systematically investigate student conceptual understanding of the relationships between the directions of net force, velocity, and acceleration in one dimension and report on data collected on the final version of the instrument from over 650 students. Unlike previous ...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 7, 020112] Published Wed Nov 02, 2011 Author(s): Rebecca Rosenblatt and Andrew F. Heckler

Creative Commons We developed an instrument to systematically investigate student conceptual understanding of the relationships between the directions of net force, velocity, and acceleration in one dimension and report on data collected on the final version of the instrument from over 650 students. Unlike previous ...

[Phys. Rev. ST Phys. Educ. Res. 7, 020112] Published Wed Nov 02, 2011

]]> Systematic study of student understanding of the relationships between the directions of force, velocity, and acceleration in one dimension Rebecca Rosenblatt and Andrew F. Heckler 2011-11-02T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.7.020112 Phys. Rev. ST Phys. Educ. Res. 7, 020112 (2011) article Physical Review Special Topics - Physics Education Research 7 2 2011-11-02T10:00:00-04:00 10.1103/PhysRevSTPER.7.020112 http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020112 020112 ARTICLES ARTICLES Comparative study of the effectiveness of three learning environments: Hyper-realistic virtual simulations, traditional schematic simulations and traditional laboratory http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020111 Author(s): Guadalupe Martínez, Francisco L. Naranjo, Ángel L. Pérez, Maria Isabel Suero, and Pedro J. Pardo<br/><p>This study compared the educational effects of computer simulations developed in a hyper-realistic virtual environment with the educational effects of either traditional schematic simulations or a traditional optics laboratory. The virtual environment was constructed on the basis of <span style="font-variant: small-caps;">Java</span> applets com...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 7, 020111] Published Mon Oct 31, 2011 Author(s): Guadalupe Martínez, Francisco L. Naranjo, Ángel L. Pérez, Maria Isabel Suero, and Pedro J. Pardo

Creative Commons This study compared the educational effects of computer simulations developed in a hyper-realistic virtual environment with the educational effects of either traditional schematic simulations or a traditional optics laboratory. The virtual environment was constructed on the basis of Java applets com...

[Phys. Rev. ST Phys. Educ. Res. 7, 020111] Published Mon Oct 31, 2011

]]> Comparative study of the effectiveness of three learning environments: Hyper-realistic virtual simulations, traditional schematic simulations and traditional laboratory Guadalupe Martínez, Francisco L. Naranjo, Ángel L. Pérez, Maria Isabel Suero, and Pedro J. Pardo 2011-10-31T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.7.020111 Phys. Rev. ST Phys. Educ. Res. 7, 020111 (2011) article Physical Review Special Topics - Physics Education Research 7 2 2011-10-31T10:00:00-04:00 10.1103/PhysRevSTPER.7.020111 http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020111 020111 ARTICLES ARTICLES Assessing expertise in introductory physics using categorization task http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020110 Author(s): Andrew Mason and Chandralekha Singh<br/><p>The ability to categorize problems based upon underlying principles, rather than surface features or contexts, is considered one of several proxy predictors of expertise in problem solving. With inspiration from the classic study by Chi, Feltovich, and Glaser, we assess the distribution of expertise...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 7, 020110] Published Fri Oct 21, 2011 Author(s): Andrew Mason and Chandralekha Singh

Creative Commons The ability to categorize problems based upon underlying principles, rather than surface features or contexts, is considered one of several proxy predictors of expertise in problem solving. With inspiration from the classic study by Chi, Feltovich, and Glaser, we assess the distribution of expertise...

[Phys. Rev. ST Phys. Educ. Res. 7, 020110] Published Fri Oct 21, 2011

]]> Assessing expertise in introductory physics using categorization task Andrew Mason and Chandralekha Singh 2011-10-21T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.7.020110 Phys. Rev. ST Phys. Educ. Res. 7, 020110 (2011) article Physical Review Special Topics - Physics Education Research 7 2 2011-10-21T10:00:00-04:00 10.1103/PhysRevSTPER.7.020110 http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020110 020110 ARTICLES ARTICLES Utilizing public scientific web lectures to teach contemporary physics at the high school level: A case study of learning http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020108 Author(s): Shulamit Kapon, Uri Ganiel, and Bat Sheva Eylon<br/><p>This paper describes a teaching experiment designed to examine the learning (i.e., retention of content and conceptual development) that takes place when public scientific web lectures delivered by scientists are utilized to present advanced ideas in physics to students with a high school background...</p><br/><img src="http://publish.aps.org/images/icons/creativecommons.png" width="30" height="30" alt="Creative Commons"/> <br/>[Phys. Rev. ST Phys. Educ. Res. 7, 020108] Published Mon Oct 17, 2011 Author(s): Shulamit Kapon, Uri Ganiel, and Bat Sheva Eylon

Creative Commons This paper describes a teaching experiment designed to examine the learning (i.e., retention of content and conceptual development) that takes place when public scientific web lectures delivered by scientists are utilized to present advanced ideas in physics to students with a high school background...

[Phys. Rev. ST Phys. Educ. Res. 7, 020108] Published Mon Oct 17, 2011

]]> Utilizing public scientific web lectures to teach contemporary physics at the high school level: A case study of learning Shulamit Kapon, Uri Ganiel, and Bat Sheva Eylon 2011-10-17T10:00:00-04:00 Personal use only, all commercial or other reuse prohibited doi:10.1103/PhysRevSTPER.7.020108 Phys. Rev. ST Phys. Educ. Res. 7, 020108 (2011) article Physical Review Special Topics - Physics Education Research 7 2 2011-10-17T10:00:00-04:00 10.1103/PhysRevSTPER.7.020108 http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020108 020108 ARTICLES ARTICLES