Physics labs can be done with physical equipment or done virtually. It appears each has its own benefits. Continue reading Virtual Labs vs Physical Labs: does it matter?
Many instructors fear that switching from lecture to active learning will result in worse student evaluations. That doesn’t appear to be the case. Continue reading Will I get worse student evaluations if I switch to active learning? Probably not.
Analogies are used all of the time in physics education. But what makes a good analogy? Continue reading This title is like an analogy; it should explain this post but it really doesn’t.
Today’s post introduces a new type of representation for understanding circuits, the power box with multiple examples. Continue reading That’s no schematic, it’s a power box
Minority students in classes with fixed-mindset instructors do worse than in classes with growth-mindset instructors. Continue reading Hey instructors, your beliefs can affect students’ grades (and not in a positive way)
Prior work has claimed that taking notes by hand is better than on a computer but this claim doesn’t appear to hold up. Continue reading Is taking notes on paper better than taking notes on a computer? Y- Maybe?
As more decimal places are shown in data, high school students seem less able to draw correct conclusions. Continue reading The more decimals, the more confusion
Yep, women who perform the same as men perform don’t feel they are as capable of doing physics. Continue reading Who feels more capable of doing physics: women with “A”s or men with “C”s? The answer probably won’t surprise you.
Getting a group of instructors together to grade can be difficult, but it seems to be worth the hassle. Continue reading Buy the pizza, have the grading party
Students of various levels have difficulties determining the energy of a quantum state. Continue reading What do students think about measuring the energy of a quantum state?