Resources

Author(s): Yajun Wei, Haitao Feng, Chunhong Gao, and Lei Bao A switch from lab equipment to a household object made a resonance demo more engaging, more relevant, and just as clear for students. [Phys. Rev. Phys. Educ. Res. 22, 020125] Published Mon Aug 31, 2026

Author(s): Osman Aksit and Ulku Seher Budak A systematic analysis of high school physics textbooks reveals that while analogies effectively bridge concrete and abstract concepts in topics like electricity, they frequently omit critical limitations, increasing the risk of student misconceptions. [Phys. Rev. Phys. Educ. Res. 22, 020126] Published Mon Aug 31, 2026

Author(s): Chase Hatcher, Adrienne Traxler, Lily Donis, Madison Swirtz, Camila Amaral, Justin Gutzwa, Charles Henderson, and Ramón Barthelemy A social network analysis of LGBTQ+ and/or women PhD physicists reveals the role of affinity groups in identity-based support, more personal friends in industry, and lower support in government and academia. [Phys. Rev. Phys. Educ. Res. 22, 020127] Published Mon Aug 31, 2026

Author(s): Danielle Maldonado and John Stewart Path models for Self Efficacy and Sense of Belonging reveal complex relations amongst diverse variables. [Phys. Rev. Phys. Educ. Res. 22, 020128] Published Mon Aug 31, 2026

Author(s): Moritz Förster, Carsten Albert, and Gesche Pospiech This study reveals how pre-service and in-service teachers make sense of quantum physics’ mathematical language, highlighting both the clarity and the limits of the reduced Dirac formalism. [Phys. Rev. Phys. Educ. Res. 22, 020122] Published Fri Aug 28, 2026

Author(s): Chunying Zuo, Qinxuan Zhou, Wei-Zhao Shi, and Jingying Wang Enrolling in a history of physics course significantly improves students’ understanding of the nature of science, with an explicit instruction and group reflection approach proving most effective. [Phys. Rev. Phys. Educ. Res. 22, 020124] Published Fri Aug 28, 2026

Author(s): Kelly Miller, Olivia Miller, and Georgia Lawrence Discover how combining explicit problem-solving frameworks with deliberate practice can help undergraduate physics students develop expert-like thinking skills far more effectively than traditional rote repetition. [Phys. Rev. Phys. Educ. Res. 22, 020121] Published Thu Aug 27, 2026