Resources

Author(s): Alexis Olsho, Trevor I. Smith, Philip Eaton, Charlotte Zimmerman, Andrew Boudreaux, and Suzanne White Brahmia Online and paper administration methods of multiple-choice-multiple-response test items provide different pictures of student reasoning. [Phys. Rev. Phys. Educ. Res. 19, 013101] Published Thu Feb 02, 2023

Author(s): Tao Tu, Chuan-Feng Li, Jin-Shi Xu, and Guang-Can Guo Undergraduate quantum mechanics students make a variety of errors when attempting to use delta functions to solve problems. [Phys. Rev. Phys. Educ. Res. 19, 010104] Published Wed Feb 01, 2023

Author(s): Esmeralda Campos, Eder Hernandez, Pablo Barniol, and Genaro Zavala In introductory physics, problem solving with Gauss’s and Ampere’s laws should start with their full integral or differential form rather than with a simplified version. [Phys. Rev. Phys. Educ. Res. 19, 010103] Published Tue Jan 24, 2023

Author(s): Ramón Barthelemy, MacKenzie Lenz, Alexis Knaub, Jordan Gerton, and Pearl Sandick Policy changes can make a difference in the lives of graduate students, and help mitigate potential negative experiences, but may not address all challenges and issues within a department’s culture. [Phys. Rev. Phys. Educ. Res. 19, 010102] Published Mon Jan 09, 2023

Author(s): Teemu Hynninen, Henna Pesonen, Olli Lintu, and Petriina Paturi In person introductory physics courses provide sufficient support to allow most low-performing students to pass, while remote learning during COVID did not. [Phys. Rev. Phys. Educ. Res. 19, 010101] Published Thu Jan 05, 2023

Author(s): Joshua D. Edwards, Lorraine Laguerre, Ramón S. Barthelemy, Claudia De Grandi, and Regina F. Frey Performance on both traditional and alternative final course assessments was found to correlate with students’ initial sense of belonging in the course. [Phys. Rev. Phys. Educ. Res. 18, 020150] Published Thu Dec 29, 2022

Author(s): L. Ivanjek, P. Klein, M.-A. Geyer, S. Küchemann, K. Jeličić, M. N. Dahlkemper, and A. Susac Regarding online physics courses, there are two groups of students: one group with the clear preference for synchronous courses and the other group for the asynchronous courses. [Phys. Rev. Phys. Educ. Res. 18, 020149] Published Wed Dec 28, 2022