Labs have been a standard part of the physics curriculum. Today’s paper suggests that labs don’t help students develop physics knowledge beyond what is already covered in other parts of the course. Continue reading Extra! Extra! Physics labs seem to be extra.
Using multiple representations is central to the study of physics. Today we look at how well students can change between representations of linear functions. Continue reading Transitioning between tables, equations, and graphs (oh my!) in physics and math
There is only so much class time during a semester which may make it difficult to incorporate research based assessments. Can we just give them online? Continue reading Paper or Pla– Electronic For Conceptual Inventories
Student evaluations of instruction are widely used to evaluate instructors. Today’s article suggests these are not correlated with student learning. Continue reading The lack of a relation between student learning and student evaluations
Workshops are successful in introducing new teaching strategies but less so in sustaining them. How the strategies are introduced matters. Continue reading AAPT Special: Do workshops work? With the right facilitation, yes.
A student’s network could have an impact on whether they decide to continue their degree program. Today’s paper looks into this issue. Continue reading The (physics class) Social Network
What are the demographics of future physics teachers & are any of those characteristics associated with their performance on certification exams? Continue reading Who wants to be physics teacher?
Active learning methods are thought to be more costly to implement than traditional lectures. Is this common belief actually the case and if so, what does that mean for their implementation? Continue reading The Price of Active Learning
Normalized gain, g, has been the standard statistic in PER for the past two decades, but its statistical properties haven’t been explored until recently. Continue reading To use g or not to use g? That is the question.
Arguably one of the most significant papers in physics education, this paper gave strong evidence in favor of active learning over traditional lecture courses. Continue reading The Original Case for Active Learning