Physical Review Physics Education Research (PRPER) Journal Update
By: Charles Henderson, Editor, Physical Review Physics Education Research
Journal Staff and Editorial Board
- Charles Henderson, Editor
- Saalih Allie, Associate Editor
- Paula Heron, Associate Editor
- Debbie Brodbar, Journal Manager
- Maria Poko, Senior Editorial Assistant
- Term ending 31 Dec 2022
- Andy Elby
- Danielle Harlow
- Maja Planinic
- Term ending 31 May 2024
- Zahra Hazari, STEM Transformation Institute, USA
- Ana Susac, University of Zagreb, Croatia
- Guangtian Zhu, East China Normal University, China
Welcome to New Associate Editor Saalih Allie
In 2021 we welcomed Saalih Allie to the editorial staff of PRPER. Dr. Allie is a Professor at the University of Cape Town, where he has held joint positions in the Department of Physics and the Academic Development Programme since 1986. He holds a PhD in experimental nuclear physics from the University of Cape Town and is presently Co-Director of the National Astrophysics and Space Science Programme (NASSP) in South Africa. The spectrum of his activities includes issues of underrepresentation, access and throughput with regard to South African students from socially and educationally disadvantaged backgrounds. He has previously been a Mandela Fellow at Harvard, a SHARE Fellow at Penn State University and also represented South Africa on the International Commission on Physics Education (2009-2011).
Submissions and Acceptance Rate
A record number of 211 articles were submitted to the journal in 2020, and the acceptance rate was 40% (3-year average). The mean time from submission to acceptance for manuscripts submitted in 2020 was 142 days.
The average impact factor for the last three years is 2.062. This is relatively strong for an education research journal. The 2020 impact factor was 2.412, the highest ever! *Note that the 2017 impact factor is not available due to the journal name change.
PRPER Coverage in Physics
Seven PRPER articles were covered in Physics, a free, online magazine from the American Physical Society. Physicsreports on papers from the Physical Review journals, focusing on results that will change the course of research, inspire a new way of thinking, or spark curiosity.
- February 9, 2021, Physics 14, 22. Coverage of M. Dew, J. Perry, L. Ford, W. Bassichis, and T. Erukhimova “Gendered performance differences in introductory physics: A study from a large land-grant university,” Phys. Rev. Phys. Educ. Res. 17, 010106 (2021).
- March 8, 2021, Physics 14, 33. Coverage of S. Moshfeghyeganeh and Z. Hazari, “Effect of culture on women physicists’ career choice: A comparison of Muslim majority countries and the West,” Phys. Rev. Phys. Educ. Res. 17, 010114 (2021).
- March 11, 2021, Physics 14, 37. Coverage of P. Klein , L. Ivanjek, M. N. Dahlkemper, K. Jeličić, M.-A. Geyer, S. Küchemann, and A. Susac, “Studying physics during the COVID-19 pandemic: Student assessments of learning achievement, perceived effectiveness of online recitations, and online laboratories,” Phys. Rev. Phys. Educ. Res. 17, 010117 (2021).
- April 16, 2021, Physics 14, 59. Coverage of C. Wu and C. Liu, “Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations,” Phys. Rev. Phys. Educ. Res. 17, 010125 (2021) and B. Ibrahim and L. Ding, “Sequential and simultaneous synthesis problem solving: A comparison of students’ gaze transitions,” Phys. Rev. Phys. Educ. Res. 17, 010126 (2021).
- September 7, 2021, Physics 14, s104. Coverage of M. Verostek, C. W. Miller, and B. Zwickl, “Analyzing admissions metrics as predictors of graduate GPA and whether graduate GPA mediates Ph.D. completion,” Phys. Rev. Phys. Educ. Res. 17, 020115 (2021).
- November 2, 2021, Physics 14, 150. Coverage of H. K. E. Stadermann and M. J. Goedhart, “Why and how teachers use nature of science in teaching quantum physics: Research on the use of an ecological teaching intervention in upper secondary schools,” Phys. Rev. Phys. Educ. Res. 17, 020132 (2021).
Focused collections are a PRPER initiative announced late in 2012. A focused collection is a set of articles on a particular topic of interest to the PER community. All articles are peer reviewed through the normal refereeing procedure. Focused collections serve to consolidate the PER knowledge about a particular topic in a single place, thus making these collections a useful resource for researchers both within PER and outside of PER. One focused collection was published in late 2020 and two new collections were announced in 2021.
Focused Collection 6: Curriculum Development: Theory into Design, with guest editors, Guest Editors: Benedikt Harrer, Eleanor Sayre, and Leslie Atkins Elliott, was published December 2020. The collection received 69 article proposals, which resulted in 22 published articles.
In August 2021, PRPER announced a call for paper proposals for Focused Collection 7: Qualitative Methods in Physics Education Research (PER), A Critical Examination. 500-word proposals for full papers were due by November 15, 2021 to the guest editors, Alexis Knaub, Katemari Rosa, and Rámon Barthelemy. Completed draft manuscripts will be due by December 3, 2022.
In November 2021, PRPER announced a call for paper proposals for Focused Collection 8: Instructional Labs: Improving Traditions and New Directions. 500-word proposals for full papers are due by February 1, 2022 to the guest editors, Eugenia Etkina, Gorazd Planinsic, and Benjamin Zwickl. Completed draft manuscripts will be due by May 1, 2023.