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Results #1-#10 of 51
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Physical Review Physics Education Research
Student knowledge integration in learning mechanical wave propagation 
  
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L. Xie, Q. Liu, H. Lu, Q. Wang, J. Han, X. Feng, and L. Bao, Phys. Rev. Phys. Educ. Res., 17 (2), 020122 (2021).
A deep understanding of mechanical waves is crucial for students to succeed in studying many advanced physics topics. Studies in existing literature have revealed that students often…
https://doi.org/10.1103/PhysRevPhysEducRes.17.020122
Evaluación del entendimiento de ondas mecánicas utilizando un test de opción múltiple en español 
  
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P. Barniol and G. Zavala, Rev. Bras. Ensino Fix., 41 (4) (2019).
El “Mechanical Waves Conceptual Survey (MWCS)”, es el test de opciones múltiples más importante diseñado hasta la fecha para evaluar el entendimiento de estudiantes universitarios en…
https://doi.org/10.1590/1806-9126-rbef-2019-0119
Physical Review Physics Education Research
History of science based dialogues on sound waves: From sound atoms to phonons 
  
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A. Volfson, H. Eshach, and Y. Ben-Abu, Phys. Rev. Phys. Educ. Res., 18 (1), 010123 (2022).
Sound is one of the most commonly used physical phenomena that most of us use without considering its nature. Moreover, students often face difficulties in understanding acoustic…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010123
Physical Review Physics Education Research
Effect of students’ investigative experiments on students’ recognition of interference and diffraction patterns: An eye-tracking study 
  
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A. Susac, M. Planinić, A. Bubić, K. Jelicic, L. Ivanjek, K. Matejak-Cvenic, and M. Palmovic, Phys. Rev. Phys. Educ. Res., 17 (1), 010110 (2021).
Recognition of interference and diffraction patterns is a difficult task for both high-school and university students. Many students fail to observe important features of particular…
https://doi.org/10.1103/PhysRevPhysEducRes.17.010110
Physical Review Physics Education Research
Students’ context-sensitive use of conceptual resources: A pattern across different styles of question about mechanical waves 
  
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L. Goodhew, A. Robertson, P. Heron, and R. Scherr, Phys. Rev. Phys. Educ. Res., 17 (1), 010137 (2021).
Resources theoretical framework proposes that knowledge elements that comprise thinking are sensible, based on experience, and continuous. The theory assumes that activation of these…
https://doi.org/10.1103/PhysRevPhysEducRes.17.010137
Physical Review Physics Education Research
Taking on a manager role can support women’s physics lab identity development 
  
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E. Stump, M. Dew, S. Jeon, and N. Holmes, Phys. Rev. Phys. Educ. Res., 19 (1), 010107 (2023).
Prior research has indicated that students in the undergraduate physics lab divide work inequitably with regard to gender. In this work, we further probed women’s experiences in lab…
https://doi.org/10.1103/PhysRevPhysEducRes.19.010107
American Journal of Physics
Resources-oriented instruction: What does it mean, and what might it look like? 
  
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A. Robertson, L. Bauman, Y. Abraham, B. Hansen, H. Tran, and L. Goodhew, Am. J. Phys., 90 (7), 529-537 (2022).
Resources-oriented instruction in physics treats student thinking as sensible and then seeks to connect what students are saying and doing to physics content and practices. This…
https://doi.org/10.1119/10.0009796
Physical Review Physics Education Research
Student conceptual resources for understanding mechanical wave propagation 
  
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L. Goodhew, A. Robertson, P. Heron, and R. Scherr, Phys. Rev. Phys. Educ. Res., 15 (2), 020127 (2019).
Much of the literature contributing to physics instructors’ knowledge of student ideas (KSI) reports common patterns of reasoning that are framed as discontinuous with canonical…
https://doi.org/10.1103/physrevphyseducres.15.020127
The Physics Teacher
Impetus-Like Reasoning as Continuous with Newtonian Physics 
  
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A. Robertson, L. Goodhew, R. Scherr, and P. Heron, Phys. Teach., 59 (3), 185-188 (2021).
Among the student ideas about forces discussed in the literature, perhaps the most commonly reported is the notion of an impetus force, or the “belief that there is a force inside a…
https://doi.org/10.1119/10.0003660
Physics Education
Pulses as not-objects: student responses to a new question about the superposition of mechanical waves 
  
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A. Robertson, L. Goodhew, P. Heron, and R. Scherr, Phys. Educ., 54 (5), 055023 (2019).
Existing accounts of student thinking about mechanical wave propagation and superposition emphasize that students sometimes treat wave pulses as objects, saying, for example, that…
https://doi.org/10.1088/1361-6552/ab2aff
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Results #1-#10 of 51