Diana Sachmpazidi and Charles Henderson
Phys. Rev. Phys. Educ. Res. 17, 010123 (2021)
Survey results from physics graduate programs suggest that students enrolled in the APS Bridge Program are more satisfied with departmental support structures than those in nonaffiliated programs.
Amy D. Robertson, Lisa M. Goodhew, Rachel E. Scherr, and Paula R. L. Heron
Phys. Rev. Phys. Educ. Res. 17, 010121 (2021)
Six common conceptual resources for understanding forces were identified and found to be activated in different contexts.
John Stewart et al.
Phys. Rev. Phys. Educ. Res. 17, 010122 (2021)
Cluster analysis of Force Concept Inventory scores suggests that students can be classified as Newtonian thinkers still retaining some misconceptions, non-Newtonian thinkers strongly applying Newton’s third law misconceptions, and non-Newtonian thinkers weakly applying those misconceptions.
Javier Pulgar, Valentina Fahler, and Alexis Spina
Phys. Rev. Phys. Educ. Res. 17, 010120 (2021)
Introductory physics students benefit from engaging in the task of composing physics problems because they have to make choices about concepts, degree of complexity, and goals.
Emily M. Smith, Martin M. Stein, Cole Walsh, and N. G. Holmes
Phys. Rev. X 10, 011029 (2020)
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