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Results #1-#10 of 100+
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1.
Techno-Social Change Agents: Fostering Activist Dispositions Among Girls of Color
[ Journal Article ]
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100
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K. Scott and P. Garcia, Meridians,
15
(1), 65-85 (2017).
Discourse about girls and women of color in technology has followed the familiar path of using a single-unit analysis to explain disparity. Consequently, approaches to “motivate”…
https://doi.org/10.2979/meridians.15.1.05
2.
Increased learning in a college physics course with timely use of short multimedia summaries
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S. Dunleavy, G. Kestin, K. Callaghan, L. McCarty, and L. Deslauriers, Phys. Rev. Phys. Educ. Res.,
18
(1), 010110 (2022).
The typical introductory physics lecture requires students to consolidate and assimilate a large quantity of complex information that is often novel to them. This can leave students…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010110
3.
Assessing the impact of metacognitive postreflection exercises on problem-solving skillfulness
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A. Reinhard, A. Felleson, P. Turner, and M. Green, Phys. Rev. Phys. Educ. Res.,
18
(1), 010109 (2022).
This study examines the impact of metacognitive reflections on recently-completed work as a way to improve the retention of newly learned problem-solving techniques. Students video…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010109
4.
Working together or alone, near, or far: Social connections and communities of practice in in-person and remote physics laboratories
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D. Rosen and A. Kelly, Phys. Rev. Phys. Educ. Res.,
18
(1), 010105 (2022).
The proliferation of remote laboratory instruction increased substantially during the recent global pandemic. Many physics departments implemented this rapid transition without the…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010105
5.
Impact of virtual research experience for undergraduates experiences on students’ psychosocial gains during the COVID-19 pandemic
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D. Alaee, M. Campbell, and B. Zwickl, Phys. Rev. Phys. Educ. Res.,
18
(1), 010101 (2022).
In the summer of 2020, due to COVID-19, institutions either canceled or remotely hosted their research experience for undergraduates (REU) programs. We carried out a 16-week…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010101
6.
Interactive simulations for quantum key distribution
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A. Kohnle and A. Rizzoli, Eur. J. Phys.,
38
(3), 035403 (2017).
Secure communication protocols are becoming increasingly important for internet-based communication. Quantum key distribution (QKD) allows two parties, commonly called Alice and Bob,…
https://doi.org/10.1088/1361-6404/aa62c8
7.
Testing a new voting machine question methodology
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N. Reay, P. Li, and L. Bao, Am. J. Phys.,
76
(2), 171-178 (2008).
A new question methodology has been developed and used with voting machines in large physics lecture classrooms. The methodology was tested by comparing student performance in voting…
https://doi.org/10.1119/1.2820392
8.
Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism
[ Journal Article ]
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J. Moore, Educ. Sci.,
8
(1), 23 (2018).
This study investigates the efficacy of on-line, multimedia learning modules (MLMs) as preparation for in-class, lecture-based tutorials in electromagnetism in a physics course for…
https://doi.org/10.3390/educsci8010023
9.
Supporting Conceptual Understanding of Fields: A Review of the Research
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Byline:
R. Vieyra
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This page presents a review of research related to learner struggles in understanding and/or visualizing fields. The article discusses documented common difficulties among students…
https://www.magna-ar.net/post/supporting-conceptual-understandings-of-fi...
10.
Veritasium: Can Humans Sense Magnetic Fields?
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Byline:
D. Muller
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In this 14-minute video, physics education researcher Derek Muller climbs inside a modified Faraday cage to let scientists at CalTech measure his ability to detect rotations of…
https://www.youtube.com/watch?v=dg3pza4y2ws&t=20s
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Results #1-#10 of 100+
