Resources

Author(s): Florian Budimaier, Matthias Fasching, Anna Reumann, and Esmeralda Campos Teachers use AI differently in lesson planning according to their needs and experience teaching physics. [Phys. Rev. Phys. Educ. Res. 22, 010136] Published Fri Apr 24, 2026

Author(s): Emilie Gertz, Lene Møller Madsen, and Henriette Tolstrup Holmegaard Gendered identities and power dynamics discourage young women from negotiating and sustaining positive choices in physics and math. [Phys. Rev. Phys. Educ. Res. 22, 010135] Published Wed Apr 15, 2026

Author(s): Kuerbanjiang Jielili, Ziqi Yao, Shuhe Zhang, Mingpu Lan, and Jianxin Yao Based on a two-stage cognitive diagnostic model, an assessment tool was developed showing that students with identical physics scores can have clearly different patterns of concept mastery and misconceptions. [Phys. Rev. Phys. Educ. Res. 22, 010133] Published Thu Apr 09, 2026

Author(s): Tobias Geisler and Gerd Kortemeyer Generative AI, ChatGPT 5.4 specifically, can be used to develop bots that produce practice problems and then with a reasonable amount of training, provide useful formative feedback. [Phys. Rev. Phys. Educ. Res. 22, 010134] Published Thu Apr 09, 2026

Author(s): Stefan Küchemann and Jochen Kuhn The Focused Collection on AI in PER includes publications across a spectrum of topics. [Phys. Rev. Phys. Educ. Res. 22, 010001] Published Fri Mar 27, 2026

Author(s): Marianne Korner and Christos N. Likos Action research project showed that careful course material selection and appropriate mathematical tools helped to overcome students negative attitudes toward theoretical physics. [Phys. Rev. Phys. Educ. Res. 22, 010131] Published Thu Mar 26, 2026

Author(s): Jacob Feinleib, Matthew Dew, and N. G. Holmes When lab students shared roles attitudinal variables improved, and when they split roles the attitudinal variables were worse. [Phys. Rev. Phys. Educ. Res. 22, 010132] Published Thu Mar 26, 2026