Liam Martinez, 2022 -- A Model for Describing Enacted and Stated Student Beliefs About Group Work

Aug. 2, 2022

( Link ) Working in groups has been shown to be an effective way to improve student learning outcomes in physics. However, there are not many conceptual models to better understand how students think about group work. We revised a previously existing conceptual model to address both enacted and stated...

Katherine Rainey, 2021 -- Upper-Division Thermal Physics Assessment Development and the Impacts of Race & Gender on STEM Participation

Dec. 3, 2021

( Link ) Development and use of validated assessments in physics provide insight into student un- derstanding of physics concepts and can be utilized to track student learning across time and instructional strategies. These tools can be used to gauge the efficacy of interventions designed to support students and persistence,...

Julian Gifford, 2021 -- Developing and Applying a Categorical Framework for Mathematical Sense Making in Physics

Dec. 3, 2021

( Link ) The use and understanding of mathematics is a crucial component of the physical sciences. Much work has been done in physics education research and science education more broadly to determine persistent difficulties with mathematics. This work has led to the development of nu- merous problem solving strategies...

Alexandra Lau, 2020 -- Faculty Online Learning Communities: A model to support the pedagogical growth of physics faculty

Dec. 3, 2021

( Link ) While much physics education research focuses on students’ learning, this thesis explores physics faculty members’ teaching practices. This focus is needed given the role faculty play as an essential link between students and physics content, culture, and practices. Commonly used change strategies in science education target faculty...

Jessica R. Hoehn, 2019 ▬ Investigating and valuing the messy nature of learning: Ontological, epistemological, and social aspects of student reasoning in quantum mechanics

May 9, 2019

( Link ) Historically, much of physics education research has focused on whether students’ answers are correct or incorrect. This thesis presents a complementary perspective that moves beyond a dichotomous view of learning by valuing the messy, or complicated and varied, nature of students’ reasoning. We do so by investigating...

Tamia Williams, 2017 ▬ Characterizing the Role of Arts Education on the Physics Identity of Black Individuals

Aug. 17, 2017

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Elias Euler, 2015 ▬ Beliefs, intentions, actions, & reflections (BIAR): a new way to look at the interactions of teachers and students

May 1, 2015

( Link ) An accurate, nuanced capturing and characterization of student/teacher behavior inside and outside the classroom is a necessity in today’s education reform. In this paper, a new framework, called the BIAR (Beliefs, Intentions, Actions, and Reflections) Student-Teacher Interaction Model, is introduced. This tool incorporates the use of TDOP...

Bethany R. Wilcox, 2015 ▬ New tools for investigating student learning in upper-division electrostatics

May 1, 2015

( Link ) Student learning in upper-division physics courses is a growing area of research in the field of Physics Education. Developing effective new curricular materials and pedagogical techniques to improve student learning in upper-division courses requires knowledge of both what material students struggle with and what curricular approaches help...

Benjamin T. Spike, 2014 ▬ An investigation of the knowledge, beliefs, and practices of physics teaching assistants, with implications for TA preparation

May 1, 2014

( Link ) Physics Teaching Assistants (TAs) serve a critical role in supporting student learning in various classroom environments, including discussions and laboratories. As research-based instructional strategies become more widespread in these settings, the TA's role is expanding beyond simply presenting physics content to encompass facilitating student discussion and attending...

Lisa Goodhew, 2012—What representations teach us about student reasoning

Aug. 1, 2012

( Link ) The importance of informal science education to the field of Physics Education Research includes extending to a broader range of ages and environments than formal science and focusing on broader goals such as participants' identities as scientists. This paper describes 3 aspects of informal science education: programming,...