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About the Physics Education Research Conference Proceedings

PERC Proceedings Notable Papers

The Physics Education Research Leadership Organizing Council (PERLOC) identifies a select set of peer reviewed papers that are particularly noteworthy in terms of their overall quality of research, readability, and impact on the PER community. All peer reviewed papers are eligible. Based on the recommendations of the peer reviewers and the current PERC Proceedings editors, a selection of papers is submitted to a committee appointed by PERLOC who then selects the Notable Papers. Prior to 2014, a single paper was annually selected for the PERC Paper Award.

2014 PERC Notable Papers

Four 2014 PERC Proceedings papers were selected as notable by PERLOC and the Notable Papers subcommittee:


2013 PERC Paper Award

Winning Paper:
Content Knowledge for Teaching Energy: An example from middle-school physical science
Scherr, R.E, A.D. Robertson, L. Seeley, and S. Vokos
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Finalists:
Students' dynamic geometric reasoning about quantum spin-1/2 states
Close, H.G., C. C. Schiber, E. W. Close, and D. Donnelly
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Development and results from a survey on students’ views of experiments in lab classes and research
Zwickl, B. M., T. Hirokawa, N. Finkelstein, and H. J. Lewandowski
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2012 PERC Paper Award

Winning Paper:
Narratives of the Double Bind: Intersectionality in life stories of women of color in physics, astrophysics, and astronomy
Lily T. Ko, Rachel R. Kachchaf, Maria Ong, and Apriel K. Hodari
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Finalists:
Using scientists' notebooks to foster authentic scientific practices
Leslie J. Atkins and Irene Y. Salter
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Evidence of Embodied Cognition via Speech and Gesture Complementarity
Evan A. Chase and Michael C. Wittmann
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A conceptual physics class where students found meaning in calculations
Michael M. Hull and Andrew Elby
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Examining inconsistencies in student reasoning approaches
Mila Kryjevskaia and MacKenzie R. Stetzer
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Physics career intentions: The effect of physics identity, math identity, and gender
Robynne M. Lock, Zahra Hazari, and Geoff Potvin
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Impacts of curricular change: 8 years of conceptual survey data from introductory physics
Steven J. Pollock and Noah Finkelstein
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Examining the Positioning of Ideas in the Disciplines
Vashti Sawtelle, Tiffany-Rose Sikorski, Chandra Turpen, and Edward F. Redish
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How a Gender Gap in Belonging Contributes to the Gender Gap in Physics Participation
Jane G. Stout, Tiffany A. Ito, Noah D. Finkelstein, and Steven J. Pollock
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2011 PERC Paper Award

Winning Paper:
Understanding the Variable Effect of Course Innovations on Student Learning
Heidi Iverson
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Finalists:
Student interpretation of definite integrals at the math-physics interface
Rabindra Bajracharya, Thomas M. Wemyss, and John R. Thompson
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Using Artifact Methodology to Compare Learning Assistants’ and Colleagues’ Classroom Practices
Stephanie Barr, Mike J. Ross, and Valerie Otero
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Student Views of Similarity between Math and Physics Problems
Dyan McBride
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Context Dependence of Teacher Practices in Middle School Science
Noah Podolefsky and Katherine K. Perkins
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Intuitive ontologies for energy in physics
Rachel E. Scherr, Hunter G. Close, and Sarah B. McKagan
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Changing Roles and Identities in a Teacher-Driven Professional Development Community
Ben Van Dusen and Valerie Otero
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2010 PERC Paper Award

Winning Paper:
Who Becomes a Physics Major? A Long-term Longitudinal Study Examining the Roles of Pre-college Beliefs about Physics and Learning Physics, Interest, and Academic Achievement
Katherine K. Perkins and Mindy Gratny
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Finalists:
Development and evaluation of large-enrollment, active-learning physical science curriculum
Fred Goldberg, Edward Price, Danielle Harlow, Steve Robinson, Rebecca Kruse, and Michael McKean
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Instructional explanations as an interface - the role of explanatory primitives
Shulamit Kapon and Andrea A. diSessa
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The use of concept tests and peer instruction in upper-division physics
Steven J. Pollock, Stephanie V. Chasteen, Michael Dubson, and Katherine K. Perkins
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Addressing Student Difficulties with Statistical Mechanics: The Boltzmann Factor
Trevor I. Smith, John R. Thompson, and Donald B. Mountcastle
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Physics Teacher Characteristics and Classroom Practices
Melissa S. Taylor and Jeffrey A. Phillips
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