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Physical Review Special Topics. Physics Education Research

ISSN Print: 1554-9178

ISSN Online:

主页: http://prst-per.aps.org/

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Students’ difficulties with integration in electricity

Dong-Hai Nguyen,N. Sanjay Rebello

Systematic study of student understanding of the relationships between the directions of force, velocity, and acceleration in one dimension

Rebecca Rosenblatt,Andrew F. Heckler

Utilizing public scientific web lectures to teach contemporary physics at the high school level: A case study of learning

Shulamit Kapon1,*,Uri Ganiel2,Bat Sheva Eylon2

Assessing expertise in introductory physics using categorization task

Andrew Mason,Chandralekha Singh

Teaching physics novices at university: A case for stronger scaffolding

Christine Lindstr？m,Christine Lindstr？m

Choosing the right solution approach: The crucial role of situational knowledge in electricity and magnetism

Elwin R. Savelsbergh,Ton de Jong,Monica G. M. Ferguson-Hessler

Transforming common-sense beliefs into Newtonian thinking through Just-In-Time Teaching

Sarah P. Formica,Jessica L. Easley,Mark C. Spraker

Use of interactive lecture demonstrations: A ten year study

Manjula D. Sharma,Ian D. Johnston,Helen Johnston,Kevin Varvell

Probing students’ understanding of some conceptual themes in general relativity

Atanu Bandyopadhyay,Arvind Kumar

Upper-division students’ difficulties with Ampère’s law

Colin S. Wallace,Stephanie V. Chasteen

Mathematical theory of peer-instruction dynamics

Hideo Nitta

Force Concept Inventory-based multiple-choice test for investigating students’ representational consistency

Pasi Nieminen,Antti Savinainen,Jouni Viiri

Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning

Renee Michelle Goertzen,Rachel E. Scherr,Andrew Elby

Rasch model based analysis of the Force Concept Inventory

Maja Planinic,Lana Ivanjek,Ana Susac

Teaching and understanding of quantum interpretations in modern physics courses

Charles Baily,Noah D. Finkelstein

Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms

Jon D. H. Gaffney,Amy L. Housley Gaffney,Robert J. Beichner

Teaching physics in a physiologically meaningful manner

Michael Plomer,Karsten Jessen,Georgi Rangelov,Michael Meyer

Pedagogical content knowledge and preparation of high school physics teachers

Eugenia Etkina

Toolbox of activities to support students in a physics gateway course

Calvin S. Kalman,Shelley Rohar

Identifying students’ mental models of sound propagation: The role of conceptual blending in understanding conceptual change

Zdeslav Hrepic,Dean A. Zollman,N. Sanjay Rebello

Instructors’ reasons for choosing problem features in a calculus-based introductory physics course

Edit Yerushalmi,Elisheva Cohen,Kenneth Heller,Patricia Heller

Using multimedia modules to better prepare students for introductory physics lecture

Zhongzhou Chen,Timothy Stelzer,Gary Gladding

Eye-gaze patterns as students study worked-out examples in mechanics

Adam D. Smith,Jose P. Mestre,Brian H. Ross

Impact of teaching students to use evaluation strategies

Aaron R. Warren

How much have students learned? Research-based teaching on electrical capacitance

Jenaro Guisasola,José L. Zubimendi,Kristina Zuza

Refined characterization of student perspectives on quantum physics

Charles Baily,Noah D. Finkelstein

Respecting tutorial instructors' beliefs and experiences: A case study of a physics teaching assistant

Renee Michelle Goertzen,Rachel E. Scherr,Andrew Elby

Effect of written presentation on performance in introductory physics

John Stewart,Shawn Ballard

How physics teachers approach innovation: An empirical study for reconstructing the appropriation path in the case of special relativity

Anna De Ambrosis,Olivia Levrini

Toward equity through participation in Modeling Instruction in introductory university physics

Eric Brewe,Vashti Sawtelle,Laird H. Kramer,George E. O’Brien

Design and validation of the Quantum Mechanics Conceptual Survey

S. B. McKagan,K. K. Perkins,C. E. Wieman

For the love of learning science: Connecting learning orientation and career productivity in physics and chemistry

Zahra Hazari,Geoff Potvin,Robert H. Tai,John Almarode

Patterns, correlates, and reduction of homework copying

David J. Palazzo,Young-Jin Lee,Rasil Warnakulasooriya,David E. Pritchard

Factors promoting engaged exploration with computer simulations

Noah S. Podolefsky,Katherine K. Perkins,Wendy K. Adams

Surveying graduate students’ attitudes and approaches to problem solving

Andrew Mason,Chandralekha Singh

Gender disparities in second-semester college physics: The incremental effects of a “smog of bias”

Lauren E. Kost-Smith,Steven J. Pollock,Noah D. Finkelstein

Method for analyzing students’ utilization of prior physics learning in new contexts

Dyan L. McBride,Dean Zollman,N. Sanjay Rebello

The construction of different classroom norms during Peer Instruction: Students perceive differences

Chandra Turpen,Noah D. Finkelstein

Impact of physics education research on the teaching of introductory quantitative physics in the United States

Charles Henderson,Melissa H. Dancy

Peaks and decays of student knowledge in an introductory E&M course

Eleanor C. Sayre,Andrew F. Heckler

Probing student understanding of scientific thinking in the context of introductory astrophysics

Richard N. Steinberg,Sebastien Cormier,Adiel Fernandez

Tale of two curricula: The performance of 2000 students in introductory electromagnetism

Matthew A. Kohlmyer,Marcos D. Caballero,Richard Catrambone,Ruth W. Chabay

Approaches to data analysis of multiple-choice questions

Lin Ding,Robert Beichner

Longitudinal study of student conceptual understanding in electricity and magnetism

S. J. Pollock

Do students use and understand free-body diagrams?

David Rosengrant,Alan Van Heuvelen,Eugenia Etkina

Using action research to improve learning and formative assessment to conduct research

Eugenia Etkina,Anna Karelina,Sahana Murthy,Maria Ruibal-Villasenor

Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems

C. A. Ogilvie

Characterizing the gender gap in introductory physics

Lauren E. Kost,Steven J. Pollock,Noah D. Finkelstein

Not all interactive engagement is the same: Variations in physics professors’ implementation of Peer Instruction

Chandra Turpen,Noah D. Finkelstein

Accounting for tutorial teaching assistants’ buy-in to reform instruction

Renee Michelle Goertzen,Rachel E. Scherr,Andrew Elby

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