Unveiling the influence of pedagogical content knowledge in questioning on college students’ conceptual learning of introductory physics

2024-9-30

Undergraduate physics students’ experiences: Exploring the impact of underrepresented identities and intersectionality

2024-9-27

Role of inhibition in overcoming interferences of misconception under similar feature saliency: An eye-tracking study of the projectile motion problem

2024-9-27

Modeling when and how physics Ph.D. students search for a research group: The role of interests and prior research experiences in timely group integration

2024-9-20

Development of a global landscape of undergraduate physics laboratory courses

2024-9-20

Using drawing to study student research experiences

2024-9-20

Erratum: Investigating introductory and advanced students’ difficulties with change in internal energy, work, and heat transfer using a validated instrument [Phys. Rev. Phys. Educ. Res. <b>20</b> , 010115 (2024)]

2024-9-19

Erratum: Development and validation of a conceptual multiple-choice survey instrument to assess student understanding of introductory thermodynamics [Phys. Rev. Phys. Educ. Res. <b>19</b> , 020112 (2023)]

2024-9-17

Reinforcing mindware or supporting cognitive reflection: Testing two strategies for addressing a persistent learning challenge in the context of air resistance

2024-9-16

How women and lesbian, gay, bisexual, transgender, and queer physics doctoral students navigate graduate education: The roles of professional environments and social networks

2024-9-12

Evolving study strategies and support structures of introductory physics students

2024-9-11

Effectiveness of conceptual-framework-based instruction on promoting knowledge integration in learning simple electric circuit

2024-9-6

Exploratory analysis of students’ open-ended responses describing their perception of course inclusivity in an introductory physics course

2024-8-26

Dynamics of productive confirmation framing in an introductory lab

2024-8-23

Investigating introductory and advanced students’ difficulties with entropy and the second law of thermodynamics using a validated instrument

2024-8-19

Development, evaluation, and gender differences in a novel workshop intervention to narrow the physics gender gap at postcompulsory level

2024-8-15

Investigating and improving student understanding of the basics of quantum computing

2024-8-6

Assessment of conceptual understanding in student learning of evaporation

2024-8-6

Network analysis of graduate program support structures through experiences of various demographic groups

2024-8-5

Using a research-based assessment instrument to explore undergraduate students’ proficiencies around measurement uncertainty in physics lab contexts

2024-7-31

Characterizing decision-making opportunities in undergraduate physics coursework

2024-7-29

Evaluation of a new teaching-learning sequence on the particulate nature of matter using crystal structures

2024-7-29

Network analysis of students’ conceptual understanding of mathematical expressions for probability in upper-division quantum mechanics

2024-7-15

Video clubs in physics teaching assistant training: Teaching assistants’ experiences

2024-7-12

Using expectancy-value theory to understand the teaching motivations of women physics lecturers

2024-6-28

Energy as a source of preservice teachers’ conceptions about radioactivity

2024-6-24

Effect of an inquiry-based teaching sequence on secondary school students’ understanding of wave optics

2024-6-24

Do students think that objects have a true definite position?

2024-6-21

Student understanding of eigenvalue equations in quantum mechanics: Symbolic blending and sensemaking analysis

2024-6-18

Exploring generative AI assisted feedback writing for students’ written responses to a physics conceptual question with prompt engineering and few-shot learning

2024-6-13

Sentiment and thematic analysis of faculty responses: Transition to online learning

2024-6-12

Vector representations and unit vector representations of fields: Problems of understanding and possible teaching strategies

2024-6-5

Exploring techniques to improve machine learning’s identification of at-risk students in physics classes

2024-5-31

Assessment of preservice physics teachers’ knowledge of student understanding of force and motion

2024-5-31

Utilizing network analysis to explore student qualitative inferential reasoning chains

2024-5-29

Modeling novel physics in virtual reality labs: An affective analysis of student learning

2024-5-28

Cheat sites and artificial intelligence usage in online introductory physics courses: What is the extent and what effect does it have on assessments?

2024-5-23

Editorial: Coauthor! Coauthor!

2024-5-21

Importance of undergraduate institution prestige in physics faculty hiring networks

2024-5-20

Learning difficulties among students when applying Ampére-Maxwell’s law and its implications for teaching

2024-5-16

Implementation of the photovoice methodology in a project-based upper-division physics course

2024-5-16

Investigating students’ insight after attending a planetarium presentation about the apparent motion of the Sun and stars

2024-5-13

Prevalence of a growth mindset among introductory astronomy students

2024-5-10

Investigating faculty perspectives on written qualifying exams in physics

2024-5-10

Self-efficacy changes and gender effects on self-efficacy in a large-scale robotic telescope focused curriculum

2024-5-8

Science, technology, engineering, and mathematics undergraduates’ knowledge and interest in quantum careers: Barriers and opportunities to building a diverse quantum workforce

2024-5-8

Physics Ph.D. student perspectives on the importance and difficulty of finding a research group

2024-5-7

Examining the mismatch between the intended astronomy curriculum content, astronomical literacy, and the astronomical universe

2024-5-6

Enhancing peer instruction in physics: Understanding cognitive processes and refining rules

2024-5-3

Recognizing dominant cultures around assessment and educational change in physics programs

2024-5-3