Resources

Author(s): Benjamin P. Schermerhorn, Homeyra Sadaghiani, Anise E. Mansour, Steven Pollock, and Gina Passante Students’ definitions of an expectation value are influenced by whether the problem context involves continuous or discrete observables. [Phys. Rev. Phys. Educ. Res. 17, 020141] Published Fri Dec 03, 2021

Author(s): Alessandra M. York, Angela Fink, Siera M. Stoen, Elise M. Walck-Shannon, Christopher M. Wally, Jia Luo, Jessica D. Young, and Regina F. Frey Active-learning instructional strategies are necessary but not sufficient to support gender equitable participation in introductory courses. [Phys. Rev. Phys. Educ. Res. 17, 020140] Published Thu Dec 02, 2021

Author(s): John Hansen and John Stewart The Conceptual Survey of Electricity and Magnetism and the Brief Electricity and Magnetism Assessment measure similar conceptual domains with different coverage and with items of different intellectual complexity. [Phys. Rev. Phys. Educ. Res. 17, 020139] Published Tue Nov 30, 2021

Author(s): Sonja Cwik and Chandralekha Singh Societal stereotypes and biases suggesting that men are better at physics likely contribute to the gender gap in physics self-efficacy even in physics courses where women outnumber men. [Phys. Rev. Phys. Educ. Res. 17, 020138] Published Mon Nov 29, 2021

Author(s): J. Caleb Speirs, MacKenzie R. Stetzer, Beth A. Lindsey, and Mila Kryjevskaia In a problem-solving context where students’ initial ideas are likely to be incorrect, providing information refuting the incorrect ideas improves performance, but only for students who possess the correct conceptual understanding. [Phys. Rev. Phys. Educ. Res. 17, 020137] Published Wed Nov 24, 2021

Author(s): Kelley Commeford, Eric Brewe, and Adrienne Traxler The COPUS classroom observation tool may not have sufficient categories for different types of student group work to be able to distinguish between several prominent PER-based curricula. [Phys. Rev. Phys. Educ. Res. 17, 020136] Published Mon Nov 22, 2021

Author(s): Charles Henderson [Phys. Rev. Phys. Educ. Res. 17, 020002] Published Wed Nov 17, 2021