Resources

Author(s): M. Klassen and G. Friege In an eye-tracking study focused on graphical representations, novices exhibited signs consistent with increased cognitive load (longer overall processing times, more scattered scan paths, and frequent signs of disorientation) relative to experts; AI models demonstrated limited abilities. [Phys. Rev. Phys. Educ. Res. 22, 010121] Published Mon Feb 23, 2026

Author(s): Sarah B. Wise, Courtney Ngai, and Joel C. Corbo Departmental Action Teams were capable of supporting organizational learning and sustained departmental change. [Phys. Rev. Phys. Educ. Res. 22, 010120] Published Thu Feb 19, 2026

Author(s): Alican Kaya and Sema Ç𝚤ld𝚤r Preservice physics teachers employ a variety of metacognitive strategies when posing problems. [Phys. Rev. Phys. Educ. Res. 22, 010119] Published Tue Feb 17, 2026

Author(s): Judith M. Schmid, Joaquin Veith, and Philipp Bitzenbauer New instrument identifies state and development of mental models around light polarization. [Phys. Rev. Phys. Educ. Res. 22, 010118] Published Fri Feb 13, 2026

Author(s): Jaya Shivangani Kashyap and Chandralekha Singh Case study of an upper division student solving problems reveals that the student did not have global coherence in approach, but sought local coherence. [Phys. Rev. Phys. Educ. Res. 22, 010117] Published Tue Feb 10, 2026

Author(s): Yuchen Jiang, Xiu-Mei Feng, Yuting Liu, Yiting Wang, Li Xie, and Lei Bao Generative AI models can be used to provide feedback on instructional designs and the feedback is comparable to human generated feedback. [Phys. Rev. Phys. Educ. Res. 22, 010116] Published Fri Feb 06, 2026

Author(s): J. Caleb Speirs, W. Brian Lane, and Naomi Laird A mixed method study of student perceptions of grades attends to the meaning of grades as well as how grades effect students. [Phys. Rev. Phys. Educ. Res. 22, 010115] Published Thu Feb 05, 2026