Resources

Author(s): Zeynep Dulger and Feral Ogan-Bekiroglu This study of problem-solving with Turkish students reveal that high school students do not use the meta-cognitive skills that experts rely on, particularly planning and evaluation. [Phys. Rev. Phys. Educ. Res. 21, 020106] Published Thu Jul 17, 2025

Author(s): Md Sanyat Rabby and Charles Henderson Interviews with introductory physics instructors reveal limited awareness and inconsistent use of inclusive teaching strategies, especially those addressing student identity. [Phys. Rev. Phys. Educ. Res. 21, 020102] Published Fri Jul 11, 2025

Author(s): Masaki Goda, Shinichi Kishizawa, and Yamato Hasegawa After constructing and transforming a score-state vector for FCI scores, two different profiles emerge representing novices and experts. [Phys. Rev. Phys. Educ. Res. 21, 020105] Published Thu Jul 10, 2025

Author(s): Tong Wan, Juliette Pimbert, Reshawna L. Chapple, Ying Cao, and Pierre-Philippe A. Ouimet Deaf or hard of hearing students in a physics lab were found to have differing levels of engagement. [Phys. Rev. Phys. Educ. Res. 21, 020104] Published Wed Jul 09, 2025

Author(s): Gerd Kortemeyer, Marina Babayeva, Giulia Polverini, Ralf Widenhorn, and Bor Gregorcic GPT-4o outperforms students on multilingual physics assessments, though it struggles with lab skills and questions that require image interpretation. [Phys. Rev. Phys. Educ. Res. 21, 020101] Published Tue Jul 08, 2025

Author(s): Matthew Dew, Emily M. Stump, and N. G. Holmes Instructor-assigned, fixed lab groups reduce gender inequities in equipment usage, suggesting a potential approach to foster more equitable lab environments. [Phys. Rev. Phys. Educ. Res. 21, 010162] Published Fri Jun 27, 2025

Author(s): Dazhen Tong, Huihui Wu, Hongmei Ren, Zhirong Wang, Sudong Pan, and Lei Bao Incorporating a cooperative learning method contributed to more substantial improvements in students’ knowledge integration. [Phys. Rev. Phys. Educ. Res. 21, 010163] Published Fri Jun 27, 2025