Resources

Author(s): Nathan D. Davis and Eric Burkholder This study uses social network analysis to show that the strength and role of students’ connections, rather than their number, is related to their sense of belonging in physics classrooms. [Phys. Rev. Phys. Educ. Res. 21, 020147] Published Mon Nov 24, 2025

Author(s): Briley L. Lewis An online survey of preparation for writing in physics indicates uneven preparation for disciplinary writing, drawing heavily on prior experience such as K-12 classes. [Phys. Rev. Phys. Educ. Res. 21, 020146] Published Thu Nov 20, 2025

Author(s): Ramesh Dhungana Comparison of face-to-face and remote, synchronous instruction shows better outcomes from the face-to-face version of the course. [Phys. Rev. Phys. Educ. Res. 21, 020145] Published Wed Nov 12, 2025

Author(s): Shams El-Adawy, A. R. Piña, Benjamin M. Zwickl, and H. J. Lewandowski Interviews with educators engaged in QISE highlight the importance of strengthening industry-academia connections to prepare students for the quantum workforce. [Phys. Rev. Phys. Educ. Res. 21, 020144] Published Mon Nov 10, 2025

Author(s): Giulia Termini, Onofrio R. Battaglia, Ilaria Grazia, and Claudio Fazio Thematic analysis indicates how different modeling approaches impact conceptual understanding, intellectual growth, and scientific habits of mind regarding surface phenomena in liquids. [Phys. Rev. Phys. Educ. Res. 21, 020143] Published Thu Nov 06, 2025

Author(s): Xian Wu, Yaoguang Li, and Sanjay N. Rebello An exploratory factor analysis of the Energy and Momentum Conceptual Survey reveals an interpretable factor structure. [Phys. Rev. Phys. Educ. Res. 21, 020140] Published Wed Nov 05, 2025

Author(s): Yajun Wei Features such as color matching, spatial layout, and numbering sequences within written instruction eased cognitive load among students. [Phys. Rev. Phys. Educ. Res. 21, 020141] Published Wed Nov 05, 2025