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APS » Journals » Physical Review Special Topics - Physics Education Research
Physical Review Special Topics - Physics Education Research
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Recent Papers
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About Physical Review Special Topics - Physics Education Research
Physical Review Special Topics - Physics Education Research (PRST-PER) is a peer-reviewed online open-access journal sponsored by the American Physical Society (APS), the American Association of Physics Teachers (AAPT) and the APS Forum on Education (APS FEd). The articles are published by the American Physical Society under the terms of the Creative Commons Attribution 3.0 License.
The journal covers the full range of experimental and theoretical research on the teaching and/or learning of physics. PRST-PER is distributed without charge and financed by publication charges to the authors or to the authors' institutions. The criteria for acceptance of articles include the high scholarly and technical standards of our other Physical Review journals. Authors may submit review articles, replication studies, and descriptions of the development and use of new assessment tools. Presentations of research techniques and methodology comparisons/critiques will be considered. More...
Editorial: Physical Review in Physics Education Research 2.0 July 24, 2012 I am honored to be selected as the Editor of Physical Review Special Topics - Physics Education Research (PRST-PER). I am fortunate to inherit a smooth-running operation from founding Editor Robert Beichner. Beichner established PRST-PER in 2005 to provide an archival research journal for the growing body of knowledge produced by the physics education research community.
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New Saved Search Feature for APS Journals July 12, 2012 The American Physical Society is pleased to announce the availability of a new "Saved Search" feature on our journal platform. With Saved Searches, you can receive daily updates based on any search criteria available in our search engine. Use them to track specific keywords, the publications of your colleagues at your institution, new publications that cite your work (if your name is unique enough), and much more. You may choose to receive your updates via email or RSS feeds. To save a search, first log in using your APS Journal account, do a search, and then simply save it on the search results page. More News/Announcements
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APS Announces New Editor for Physical Review Special Topics − Physics Education Research April 26, 2012 The American Physical Society is happy to announce that Charles Henderson of Western Michigan University has agreed to take on the Editorship of PRST-PER as Bob Beichner, founding Editor, steps down.
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APS Announces 149 New Outstanding Referees for 2012 February 28, 2012 The editors of the APS journals have selected 149 new Outstanding Referees for 2012, out of more than 60,000 currently active referees. Initiated in 2008, the highly selective Outstanding Referee program recognizes scientists who have been exceptionally helpful in assessing manuscripts for publication in the APS journals. Selections are based on two decades of records on the number, quality, and timeliness of referee reports. The 2012 honorees come from 31 different countries, with large contingents from the US, Germany, UK, Canada, and France. The decisions were difficult and there are many excellent referees who have yet to be recognized. By means of the program, APS expresses appreciation to all referees, whose efforts in peer review not only keep the standards of the journals at a high level, but in many cases also help authors to improve the quality and readability of their articles—even those that are not published by APS. For more information and a sortable listing of all Outstanding Referees, please visit publish.aps.org/OutstandingReferees. More News/Announcements
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Samuel A. Goudsmit Papers available online July 26, 2011 The Niels Bohr Library and Archives is pleased to announce that it has digitized the complete Samuel A. Goudsmit Papers
(1921–1979, 30 linear feet, approximately 67,000 images). The Goudsmit Papers are a major international collection of correspondence, research notebooks, reports, World War II science documents, and other material of Goudsmit, a Dutch physicist who spent most of his career in the US and was involved at the cutting-edge of physics for more than 50 years. Goudsmit became Editor of Physical Review in 1951 and was responsible for launching Physical Review Letters seven years later. In 1967 he was named APS Editor-in-Chief. More News/Announcements
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Editorial: Redefining Length July 11, 2011 A picture is worth 170 words, not one thousand, according to APS's new length scheme that aims to ease the frustrations typically associated with estimating the length of Letters and other short papers.
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APS Updates all Scanned Archival PDFs in our Physical Review Online Archive June 6, 2011 The American Physical Society is pleased to announce a refresh of all PDFs contained in the scanned portion of our Physical Review Online Archive (PROLA). APS was one of the first publishers to put our entire backfile online, completing the scanning process in May 2001. In those early days, APS opted to put our content online quickly and in an inexpensive manner that would then allow us to take advantage of any future improvements in technology. We have now completed the next step by partnering with Aquaforest. Using their Autobahn DX conversion software, we have efficiently reprocessed our entire scanned archive of approximately 250,000 articles, further compressing them and adding searchable text. Researchers will find these enhanced PDFs faster to download and much more convenient to navigate and read. APS is committed to ensuring the long-term availability and usability of all of the information that we publish. More News/Announcements
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American Physical Society continues as MathJax Supporter May 13, 2011 The American Physical Society has announced that it will continue its support for the MathJax project for another year. APS was one of first organizations to become a MathJax Supporter, and is now one of the first to renew. The announcement represents an important milestone for MathJax, since support of organizations like APS over time is key to ensuring the project’s long-term success. Read More | More News/Announcements
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Deepest care and concern for colleagues in Japan March 23, 2011 APS has expressed its deepest care and concern for colleagues in Japan who have been affected by the recent earthquake, tsunami, and nuclear emergency. If you are having difficulties accessing our journals because of this situation, please contact us at help@aps.org and we will try to assist you. More News/Announcements
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APS to Adopt Creative Commons Licensing and Publish Open Access Articles and Journals February 15, 2011 Authors in most Physical Review journals have a new alternative: to pay an article-processing charge whereby their accepted manuscripts will be available barrier-free and open access on publication. These manuscripts will be published under the terms of the Creative Commons Attribution 3.0 License (CC-BY), the most permissive of the CC licenses, granting authors and others the right to copy, distribute, transmit, and adapt the work, provided that proper credit is given. This new alternative is in addition to traditional subscription-funded publication; authors may choose one or the other for their accepted papers.
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Recently published articles in Physical Review Special Topics - Physics Education Research. See the current issues) for more.
EDITORIALS AND ANNOUNCEMENTS
Editorial: Physical Review in Physics Education Research 2.0
Charles Henderson
[Phys. Rev. ST Phys. Educ. Res. 8, 020001 (2012)] Published Tue Jul 24, 2012
ARTICLES
Colorado Upper-Division Electrostatics diagnostic: A conceptual assessment for the junior level
Stephanie V. Chasteen, Rachel E. Pepper, Marcos D. Caballero, Steven J. Pollock, and Katherine K. Perkins
As part of an effort to systematically improve our junior-level E&M I course, we have developed a tool to assess student conceptual learning of electrostatics at the upper division. Together with a group of physics faculty, we established a list of learning goals for the course that, with result... [Phys. Rev. ST Phys. Educ. Res. 8, 020108 (2012)] Published Fri Sep 7, 2012
Transforming the junior level: Outcomes from instruction and research in E&M
Stephanie V. Chasteen, Steven J. Pollock, Rachel E. Pepper, and Katherine K. Perkins
Over the course of four years, we have researched and transformed a key course in the career of an undergraduate physics major—junior-level electricity and magnetism. With the aim of educating our majors based on a more complete understanding of the cognitive and conceptual challenges of upper-divis... [Phys. Rev. ST Phys. Educ. Res. 8, 020107 (2012)] Published Wed Aug 29, 2012
Implementing and assessing computational modeling in introductory mechanics
Marcos D. Caballero, Matthew A. Kohlmyer, and Michael F. Schatz
Students taking introductory physics are rarely exposed to computational modeling. In a one-semester large lecture introductory calculus-based mechanics course at Georgia Tech, students learned to solve physics problems using the VPython programming environment. During the term, 1357 students in thi... [Phys. Rev. ST Phys. Educ. Res. 8, 020106 (2012)] Published Tue Aug 14, 2012
Exploratory factor analysis of a Force Concept Inventory data set
Terry F. Scott, Daniel Schumayer, and Andrew R. Gray
We perform a factor analysis on a “Force Concept Inventory” (FCI) data set collected from 2109 respondents. We address two questions: the appearance of conceptual coherence in student responses to the FCI and some consequences of this factor analysis on the teaching of Newtonian mechanics. We will h... [Phys. Rev. ST Phys. Educ. Res. 8, 020105 (2012)] Published Tue Jul 31, 2012
Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?
Charles Henderson, Melissa Dancy, and Magdalena Niewiadomska-Bugaj
During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate). This paper presents partial results to describe how 20 potential predictor ... [Phys. Rev. ST Phys. Educ. Res. 8, 020104 (2012)] Published Tue Jul 31, 2012
Impact of equity models and statistical measures on interpretations of educational reform
Idaykis Rodriguez, Eric Brewe, Vashti Sawtelle, and Laird H. Kramer
We present three models of equity and show how these, along with the statistical measures used to evaluate results, impact interpretation of equity in education reform. Equity can be defined and interpreted in many ways. Most equity education reform research strives to achieve equity by closing achi... [Phys. Rev. ST Phys. Educ. Res. 8, 020103 (2012)] Published Thu Jul 26, 2012
Impact of a short intervention on novices’ categorization criteria
Jennifer L. Docktor, José P. Mestre, and Brian H. Ross
Research on physics problem categorization has established that proficient problem solvers are able to group together physics problems that would be solved by similar principles and use conceptual approaches when solving problems, whereas weak solvers rely more heavily upon surface features (objects... [Phys. Rev. ST Phys. Educ. Res. 8, 020102 (2012)] Published Wed Jul 25, 2012
Interactional processes for stabilizing conceptual coherences in physics
Brian W. Frank and Rachel E. Scherr
Research in student knowledge and learning of science has typically focused on explaining conceptual change. Recent research, however, documents the great degree to which student thinking is dynamic and context-sensitive, implicitly calling for explanations not only of change but also of stability. ... [Phys. Rev. ST Phys. Educ. Res. 8, 020101 (2012)] Published Fri Jul 13, 2012
Representational task formats and problem solving strategies in kinematics and work
Bashirah Ibrahim and N. Sanjay Rebello
Previous studies have reported that students employed different problem solving approaches when presented with the same task structured with different representations. In this study, we explored and compared students’ strategies as they attempted tasks from two topical areas, kinematics and work. Ou... [Phys. Rev. ST Phys. Educ. Res. 8, 010126 (2012)] Published Thu Jun 14, 2012
Teaching integration with layers and representations: A case study
Joshua Von Korff and N. Sanjay Rebello
We designed a sequence of seven lessons to facilitate learning of integration in a physics context. We implemented this sequence with a single college sophomore, “Amber,” who was concurrently enrolled in a first-semester calculus-based introductory physics course which covered topics in mechanics. W... [Phys. Rev. ST Phys. Educ. Res. 8, 010125 (2012)] Published Fri May 18, 2012
Empirical approach to interpreting card-sorting data
Steven F. Wolf, Daniel P. Dougherty, and Gerd Kortemeyer
Since it was first published 30 years ago, the seminal paper of Chi et al. on expert and novice categorization of introductory problems led to a plethora of follow-up studies within and outside of the area of physics [ Cogn. Sci. 5 121 (1981)]. These studies frequently encompass “card-sorting” exer... [Phys. Rev. ST Phys. Educ. Res. 8, 010124 (2012)] Published Fri May 18, 2012
Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning
Pasi Nieminen, Antti Savinainen, and Jouni Viiri
Previous physics education research has raised the question of “hidden variables” behind students’ success in learning certain concepts. In the context of the force concept, it has been suggested that students’ reasoning ability is one such variable. Strong positive correlations between students’ pr... [Phys. Rev. ST Phys. Educ. Res. 8, 010123 (2012)] Published Wed May 16, 2012
Differences in visual attention between those who correctly and incorrectly answer physics problems
Adrian M. Madsen, Adam M. Larson, Lester C. Loschky, and N. Sanjay Rebello
This study investigated how visual attention differed between those who correctly versus incorrectly answered introductory physics problems. We recorded eye movements of 24 individuals on six different conceptual physics problems where the necessary information to solve the problem was contained in ... [Phys. Rev. ST Phys. Educ. Res. 8, 010122 (2012)] Published Fri May 11, 2012
Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
Fred Goldberg, Edward Price, Stephen Robinson, Danielle Boyd-Harlow, and Michael McKean
We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles ... [Phys. Rev. ST Phys. Educ. Res. 8, 010121 (2012)] Published Wed May 9, 2012
Preliminary investigation of instructor effects on gender gap in introductory physics
Kimberley Kreutzer and Andrew Boudreaux
Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained females in traditionally taught sections as well as ... [Phys. Rev. ST Phys. Educ. Res. 8, 010120 (2012)] Published Fri May 4, 2012
Improving students’ understanding of quantum measurement. II. Development of research-based learning tools
Guangtian Zhu and Chandralekha Singh
We describe the development and implementation of research-based learning tools such as the Quantum Interactive Learning Tutorials and peer-instruction tools to reduce students’ common difficulties with issues related to measurement in quantum mechanics. A preliminary evaluation shows that these lea... [Phys. Rev. ST Phys. Educ. Res. 8, 010118 (2012)] Published Thu Apr 19, 2012
Improving students’ understanding of quantum measurement. I. Investigation of difficulties
Guangtian Zhu and Chandralekha Singh
We describe the difficulties that advanced undergraduate and graduate students have with quantum measurement within the standard interpretation of quantum mechanics. We explore the possible origins of these difficulties by analyzing student responses to questions from both surveys and interviews. Re... [Phys. Rev. ST Phys. Educ. Res. 8, 010117 (2012)] Published Thu Apr 19, 2012
Learning, retention, and forgetting of Newton’s third law throughout university physics
Eleanor C. Sayre, Scott V. Franklin, Stephanie Dymek, Jessica Clark, and Yifei Sun
We present data from a between-student study on student response to questions on Newton’s third law given in two introductory calculus-based physics classes (Mechanics and Electromagnetism) at a large northeastern university. Construction of a response curve reveals subtle dynamics in student learni... [Phys. Rev. ST Phys. Educ. Res. 8, 010116 (2012)] Published Tue Apr 10, 2012
Mapping university students’ epistemic framing of computational physics using network analysis
Madelen Bodin
Solving physics problem in university physics education using a computational approach requires knowledge and skills in several domains, for example, physics, mathematics, programming, and modeling. These competences are in turn related to students’ beliefs about the domains as well as about learnin... [Phys. Rev. ST Phys. Educ. Res. 8, 010115 (2012)] Published Tue Apr 10, 2012
Using time-on-task measurements to understand student performance in a physics class: A four-year study
John Stewart, Gay Stewart, and Jennifer Taylor
Student use of out-of-class time was measured for four years in the introductory second-semester calculus-based physics course at the University of Arkansas. Two versions of the course were presented during the time of the measurement. In both versions, the total out-of-class time a student invested... [Phys. Rev. ST Phys. Educ. Res. 8, 010114 (2012)] Published Wed Apr 4, 2012
Exploration of factors that affect the comparative effectiveness of physical and virtual manipulatives in an undergraduate laboratory
Jacquelyn J. Chini, Adrian Madsen, Elizabeth Gire, N. Sanjay Rebello, and Sadhana Puntambekar
Recent research results have failed to support the conventionally held belief that students learn physics best from hands-on experiences with physical equipment. Rather, studies have found that students who perform similar experiments with computer simulations perform as well or better on measures o... [Phys. Rev. ST Phys. Educ. Res. 8, 010113 (2012)] Published Wed Apr 4, 2012
Disciplinary authenticity: Enriching the reforms of introductory physics courses for life-science students
Jessica Watkins, Janet E. Coffey, Edward F. Redish, and Todd J. Cooke
Educators and policy makers have advocated for reform of undergraduate biology education, calling for greater integration of mathematics and physics in the biology curriculum. While these calls reflect the increasingly interdisciplinary nature of biology research, crossing disciplinary boundaries in... [Phys. Rev. ST Phys. Educ. Res. 8, 010112 (2012)] Published Wed Apr 4, 2012
Observations on student difficulties with mathematics in upper-division electricity and magnetism
Rachel E. Pepper, Stephanie V. Chasteen, Steven J. Pollock, and Katherine K. Perkins
We discuss common difficulties in upper-division electricity and magnetism (E&M) in the areas of Gauss’s law, vector calculus, and electric potential using both quantitative and qualitative evidence. We also show that many of these topical difficulties may be tied to student difficulties with ma... [Phys. Rev. ST Phys. Educ. Res. 8, 010111 (2012)] Published Tue Mar 27, 2012
SHORT PAPERS
Investigating graphical representations of slope and derivative without a physics context
Warren M. Christensen and John R. Thompson
By analysis of student use of mathematics in responses to conceptual physics questions, as well as analogous math questions stripped of physical meaning, we have previously found evidence that students often enter upper-level physics courses lacking the assumed prerequisite mathematics knowledge and... [Phys. Rev. ST Phys. Educ. Res. 8, 023101 (2012)] Published Thu Jul 26, 2012
Papers recently accepted for publication in Physical Review Special Topics - Physics Education Research (view more).
ARTICLES
Identifying events that impact self-efficacy in physics learni
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