Ashleigh Leary, Paul W. Irving, and Marcos D. Caballero Citation: A. Leary, P. Irving, and M. Caballero, The difficulties associated with integrating computation into undergraduate physics., presented at the Physics Education Research Conference 2018, Washington, DC, 2018, https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14812&DocID=4959. Abstract: From a department being resistant to change to students not buying into computational activities, the challenges … Continue reading The difficulties associated with integrating computation into undergraduate physics

Shafer, Devyn, Daniela Girotti-Hernandez, and Tim Stelzer. “Evolving Study Strategies and Support Structures of Introductory Physics Students.” Physical Review Physics Education Research 20, no. 2 (September 11, 2024): 020114. https://doi.org/10.1103/PhysRevPhysEducRes.20.020114. Abstract Students often struggle in the transition from high school to college. One component of this struggle is adjusting study habits to navigate new academic … Continue reading Evolving study strategies and support structures of introductory physics students

Cullen, Simon, and Daniel Oppenheimer. “Choosing to Learn: The Importance of Student Autonomy in Higher Education.” Science Advances 10, no. 29 (July 19, 2024): eado6759. https://doi.org/10.1126/sciadv.ado6759. Abstract Despite strong evidence that autonomy enhances motivation and achievement, few interventions for promoting student autonomy in higher education have been developed and empirically tested. Here, we demonstrate how … Continue reading Choosing to learn: The importance of student autonomy in higher education

Benjamin M. Zwickl, Dehui Hu, Noah Finkelstein, and H. J. Lewandowski. Phys. Rev. ST Phys. Educ. Res. 11, 020113 – Published 23 September 2015. DOI: https://doi.org/10.1103/PhysRevSTPER.11.020113 Abstract [This paper is part of the Focused Collection on Upper Division Physics Courses.] We review and extend existing frameworks on modeling to develop a new framework that describes model-based … Continue reading Model-based reasoning in the physics laboratory: Framework and initial results

Peterson, Emily Grossnickle, and Jana Cohen. “A Case for Domain-Specific Curiosity in Mathematics.” Educational Psychology Review, vol. 31, no. 4, Dec. 2019, pp. 807–32. Springer Link, https://doi.org/10.1007/s10648-019-09501-4. Abstract Epistemic curiosity is a desire for knowledge accompanied by positive emotions, increased arousal, and exploratory behavior (Grossnickle, Educational Psychology Review, 28(1), 23–60, 2016). Although curiosity has typically … Continue reading A Case for Domain-Specific Curiosity in Mathematics

Tara Slominski, Andrew Fugleberg, Warren M. Christensen, John B. Buncher, and Jennifer L. Momsen Kimberly Tanner, Monitoring Editor Published Online: 1 Sep 2020 CBE—Life Sciences Education. Vol. 19, No. 3 Special Issue on Cross-Disciplinary Research in Biology Education https://doi.org/10.1187/cbe.19-11-0230 Abstract National calls to transform undergraduate classrooms highlight the increasingly interdisciplinary nature of science, technology, engineering, … Continue reading Using Framing as a Lens to Understand Context Effects on Expert Reasoning

By David J. Webb (Department of Physics and Astronomy, University of California, Davis, Davis, California 95616, USA) and Cassandra A. Paul (Science Education Program, Department of Physics & Astronomy, San Jose State University, San Jose, California 95192, USA) Published in Physical Review – Physics Education Research 19, 020126 Published 6 September 2023