Resources

Author(s): Christof Keebaugh, Emily Marshman, and Chandralekha Singh Upper-level undergraduate and graduate students share many common difficulties related their understanding of systems of identical particles with a fixed number of available single-particle states. [Phys. Rev. Phys. Educ. Res. 20, 020149] Published Thu Dec 05, 2024

Author(s): Anna Donhauser, Philipp Bitzenbauer, Linda Qerimi, Stefan Heusler, Stefan Küchemann, Jochen Kuhn, and Malte S. Ubben This synthesis article reviews 50 studies that demonstrate effective teaching activities for quantum mechanics. [Phys. Rev. Phys. Educ. Res. 20, 020601] Published Wed Dec 04, 2024

Author(s): Alia Hamdan, Ash Bista, Scott Franklin, and Dina Newman A theoretical model is proposed to explain how physics faculty develop empathy through two pathways: cognitive reflection and affective experience. [Phys. Rev. Phys. Educ. Res. 20, 020148] Published Mon Dec 02, 2024

Author(s): Fabian Hennig, Kristóf Tóth, Joaquin Veith, and Philipp Bitzenbauer This paper reports on successes and remaining challenges with teaching a reduced Dirac notation to secondary students. [Phys. Rev. Phys. Educ. Res. 20, 020147] Published Tue Nov 26, 2024

Author(s): Ofek Sivan, David Perl-Nussbaum, and Edit Yerushalmi Using a ‘commognitive’ approach - where participants become members of a discourse community - the authors created a professional development program and used the commognitive framework to analyze it. [Phys. Rev. Phys. Educ. Res. 20, 020146] Published Mon Nov 25, 2024

Author(s): Walter Sciarretta, Maria Bondani, Silvia Galano, Massimiliano Malgieri, Pasquale Onorato, and Italo Testa Students who have more trust in science and public authorities are less likely to endorse pseudoscientific beliefs related to quantum mechanics. [Phys. Rev. Phys. Educ. Res. 20, 020145] Published Fri Nov 22, 2024

Author(s): Gerd Kortemeyer, Julian Nöhl, and Daria Onishchuk Using Large Language Models for automated grading of handwritten physics exams is extremely promising, but some problems still remain. [Phys. Rev. Phys. Educ. Res. 20, 020144] Published Tue Nov 12, 2024