Resources

Author(s): Jonathan D. Perry, Toni Sauncy, Susan White, Rachel L. Ivie, John Tyler, and Tatiana Erukhimova Students engaged in informal physics outreach report greater confidence explaining physics, enhanced career skills, and a stronger sense of belonging and growth mindset. [Phys. Rev. Phys. Educ. Res. 21, 020152] Published Wed Dec 10, 2025

Author(s): Martina Caramaschi and Tor Ole B. Odden A thematic analysis of over 50 years of articles on physics teaching reveals changes over time and differences in content based on where the article was published. [Phys. Rev. Phys. Educ. Res. 21, 020153] Published Wed Dec 10, 2025

Author(s): Qiaoyi Liu and H. J. Lewandowski Even a single week of open-ended lab activities improves post-instruction E-CLASS scores, especially for those starting with lower scores. [Phys. Rev. Phys. Educ. Res. 21, 020151] Published Fri Dec 05, 2025

Author(s): Jill A. Marshall, Bernard G. David, and Pablo Durán Oliva A five year study of current and future STEM teachers in a makerspace revealed no conceptual differences, however, qualitative differences appear to be meaningful. [Phys. Rev. Phys. Educ. Res. 21, 020150] Published Thu Dec 04, 2025

Author(s): Sarah Wildbichler, Markus Obczovsky, Florian Budimaier, Martin Hopf, and Thomas Schubatzky Students find certain visualizations of infrared radiation, radiation absorption, and molecules more intuitively comprehensible. [Phys. Rev. Phys. Educ. Res. 21, 020149] Published Tue Dec 02, 2025

Author(s): Yavuz Dinc, Sarah Malone, Verena Ruf, Steffen Steinert, Stefan Küchemann, and Jochen Kuhn Extending prior work, the authors find that student’s gaze during conceptual tests more accurately predicts performance than during a learning phase. [Phys. Rev. Phys. Educ. Res. 21, 020148] Published Wed Nov 26, 2025

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