Resources

Author(s): Dan Klein, Smadar Levy, Bat-Sheva Eylon, and Edit Yerushalmi Interviews with physicists teaching a master’s program reveal a framework for the math-physics interplay, highlighting how mathematical conflicts can drive scientific discovery. [Phys. Rev. Phys. Educ. Res. 22, 020141] Published Fri Oct 02, 2026

Author(s): Ibukunoluwa Bukola, Meagan Sundstrom, Justin Gambrell, Colin Green, Adrienne L. Traxler, and Eric Brewe An evaluation of introductory physics courses utilizing SCALE-UP, ISLE, and Tutorials finds no clear relationship between an instructor’s fidelity of implementation—measured via classroom observation networks—and their students’ conceptual learning gains. [Phys. Rev. Phys. Educ. Res. 22, 020142] Published Fri Oct 02, 2026

Author(s): Willem Keppens, Christopher Robin Samuelsson, Urban Eriksson, Lauren Barth-Cohen, and Jan Sermeus Moving beyond the traditional coherence-versus-fragmentation debate, this study shows that combining cognitive and sociocultural theoretical models creates a richer, highly nuanced map of a student’s evolving understanding of the Earth-Moon-Sun system. [Phys. Rev. Phys. Educ. Res. 22, 020137] Published Thu Oct 01, 2026

Author(s): Liam Doyle, Alexandru Maries, and Chandralekha Singh Discover how physics teaching assistants frequently overestimate the conceptual errors of introductory students and how this impacts classroom instruction. [Phys. Rev. Phys. Educ. Res. 22, 020138] Published Thu Oct 01, 2026

Author(s): Eleonore Becker, Johannes Wünsche, Joaquin Veith, Johanna Schrader, and Philipp Bitzenbauer A field study of ninth-grade physics students shows that interactive AI chatbots and tiered support significantly reduce perceived cognitive load compared to traditional textbook explanations. [Phys. Rev. Phys. Educ. Res. 22, 020139] Published Thu Oct 01, 2026

Author(s): Mark H. Jones, Sarah M. Chyriwsky, Judith H. Croston, Ulrich C. Kolb, Susanne P. Schwenzer, and Sheona A. Urquhart Distance-learning students in astrophysics and space science report that online team-working activities provide valuable preparation for future employment, despite experiencing anxieties about unequal contributions and participation in group assessments. [Phys. Rev. Phys. Educ. Res. 22, 020140] Published Thu Oct 01,...

Author(s): Marcos Guerrero-Zambrano, Bryan Valarezo-Chamba, Leonor Sanchez-Alvarado, and Erick Lamilla-Rubio Generative AI-mediated Socratic dialogue enhances critical thinking in kinematics, driving consistent improvements in student rubric scores and self-efficacy. [Phys. Rev. Phys. Educ. Res. 22, 020134] Published Fri Sep 25, 2026