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)
Explicitly and implicitly recognizing students are physicists can help them identify as physicists. Continue reading You seem like a physicist
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.
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
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
Math is essential to solving physics problems. Does improving students’ math skills help them do better in physics? Continue reading Can Math Tutorials Improve Physics Grades?