S. McKagan, K. Perkins, and C. Wieman,
Phys. Rev. ST Phys. Educ. Res., 4 (1), 010103 (2008).
Some education researchers have claimed that we should not teach the Bohr model of the atom because it inhibits students’ ability to learn the true quantum nature of electrons in…
C. Baily, S. McKagan, K. Perkins, and C. Wieman
- Online Resource
This website contains lectures, homework, exams, and other materials for a PER-based large lecture modern physics course for engineering majors. This course has been transformed by…
C. Baily and N. Finkelstein,
Phys. Rev. ST Phys. Educ. Res., 5 (1), 010106 (2009).
Variations in student epistemic and ontological commitments can be characterized, and many students have preferences for realist interpretations of quantum phenomena.
Introductory…
M. Plomer, K. Jessen, G. Rangelov, and M. Meyer,
Phys. Rev. ST Phys. Educ. Res., 6 (2), 020116 (2010).
The learning outcome of a physics laboratory course for medical students was examined in an interdisciplinary field study and discussed for the electrical physiology ("Propagation of…
S. McKagan, W. Handley, K. Perkins, and C. Wieman,
Am. J. Phys., 77 (1), 87-94 (2009).
Physics faculty consider the photoelectric effect important, but many erroneously believe it is easy for students to understand. We have developed curriculum on this topic including…
