Notable Papers
2017
Student Interpretations of Partial DerivativesP. J. Emigh and C. A. Manogu
The Invention Coach: A computer-based environment that supports the transfer of STEM concepts
M. Lamnina, H. Connolly, and V. Aleven
Differences between the SCALE-UP model and instructors' perceptions of implementation
B. Zamarripa Roman, C. M. Doty, M. Wilcox, N. Klinger, J. W. T. Pond, J. S. Von Korff, and J. J. Chini
Investigating Physics Faculty's Reasoning about Inequities in Undergraduate Physics Education
C. Turpen, A. Little, and V. Sawtelle
2016
Influences of teaching style and perceived care of instructor on retention of underrepresented groups in STEMM. H. Dancy, K. Rainey, R. Mickelson, E. Stearns, and S. Moller
Using asynchronous communication to support virtual faculty learning communities
J. C. Corbo, A. Rundquist, C. Henderson, and M. H. Dancy
Methods for analyzing pathways through a physics major
J. M. Aiken and M. D. Caballero
Leveraging the expertise of the urban STEM student in developing an effective LA Program: LA and Instructor Partnerships
M. S. Sabella, A. G. Van Duzor, and F. Davenport
2015
Student Difficulties with Boundary Conditions in ElectrodynamicsQ.X. Ryan, B.R. Wilcox, and S. J. Pollock
The role of metacognition in troubleshooting: an example from electronics
K. L. Van De Bogart, D.R. Dounas-Frazer, H. J. Lewandowski, and M.R. Stetzer
Understanding the Nuance in Disciplinary Self-Efficacy
V. Sawtelle and A. Little
How to structure an unstructured activity: generating physics rules from simulation or contrasting cases
S. Salehi, M. Keil, E. Kuo and C. Wieman
2014
Sensitivity of Learning Gains on the Force Concept Inventory to Students' Individual Epistemological ChangesL. Ding
Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience
C. Henderson, E. Marshman, A. Maries, E. Yerushalmi, and C. Singh
Physics I MOOC – Educational Outcomes
D. Lieberman, M. Dubson, E. Johnsen, J. Olsen, and N. Finkelstein
Multiple Representations and Epistemic Games in Introductory Physics Exam Solutions
A. L. Traxler, J. V. Mahadeo, D. McPadden and E. Brewe
2013
Content Knowledge for Teaching Energy:An example from middle-school physical scienceR.E. Scherr, A.D. Robertson, L. Seeley, and S. Vokos
Students' dynamic geometric reasoning about quantum spin-1/2 states
H.G. Close, C.C. Schiber, E.W. Close, and D. Donnelly
Development and results from a survey on students' views of experiments in lab classes and research
B.M. Zwickl, T. Hirokawa, N. Finkelstein, and H. Lewandowski
2012
Narratives of the Double Blind: Intersectionality in life stories of women of color in physics, astrophysics, and astronomyL. T. Ko, R. R. Kachchaf, M. Ong, and A. K. Hodari
A conceptual physics class where students found meaning in calculations
M. M. Hull and A. Elby
An Examination of Expert/Novice Positional Identities in the Disciplines
V. Sawtelle, T.R. Sikorski, C. Turpen and E.F. Redish
Evidence of Embodied Cognition via Speech and Gesture Complementarity
E. A. Chase and M. C. Wittmann
How a Gender Gap in Belonging Contributes to the Gender Gap in Physics Participation
J.G. Stout, T.A. Ito, N.D. Finkelstein & S.J. Pollock
Investigating inconsistencies in student reasoning approaches
M. Kryjevskaia and M.R. Stetzer
Impacts of curricular change: 8 years of conceptual survey data from introductory physics
S. J. Pollock and N. Finkelstein
Physics career intentions: The effect of physics identity, math identity, and gender
R. M. Lock, Z. Hazari, and G. Potvin
Using scientists' notebooks to foster authentic scientific practices
L. J. Atkins and I. Y. Salter
2011
Understanding the Variable Effect of Course Innovations on StudentLearning
H. Iverson
Student interpretation of definite integrals at the math-physics interface
R. Bajracharya, T.M. Wemyss, and J.R. Thompson
Using Artifact Methodology to Compare Learning Assistants' and Colleagues' Classroom Practices
S. Barr, M. J. Ross, and V. Otero
Student Views of Similarity between Math and Physics Problems
D. McBride
Context Dependence of Teacher Practices in Middle School Science
N. Podolefsky and K.K. Perkins
Intuitive ontologies for energy in physics
R.E. Scherr, H. G. Close, S. B. McKagan
Changing Roles and Identities in a Teacher-Driven Professional Development Community
B. Van Dusen and V. Otero
2010
Who Becomes a Physics Major? A Long-term Longitudinal Study Examining the Roles of Pre-college Beliefs about Physics and Learning Physics, Interest, and Academic AchievementK. K. Perkins and M. Gratny
Development and evaluation of large-enrollment, active-learning physical science curriculum
F. Goldberg, E. Price, D. Harlow, S. Robinson, R. Kruse, M. McKean
Instructional explanations as an interface - the role of explanatory primitives
S. Kapon and A. A. diSessa
The use of concept tests and peer instruction in upper-division physics
S.J. Pollock, S.V. Chasteen, M. Dubson, K.K. Perkins
Addressing Student Difficulties with Statistical Mechanics: The Boltzmann Factor
T. I. Smith, J. R. Thompson, and D. B. Mountcastle
Physics Teacher Characteristics and Classroom Practices
M. S. Taylor and J. A. Phillips