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Materials Similar to Lab instruction during the COVID-19 pandemic: Effects on student views about experimental physics in comparison with previous years

• 54%: Effects of emergency remote instruction during the COVID-19 pandemic on university physics students in Italy
• 53%: Physics students' reactions to an abrupt shift in instruction during the COVID-19 pandemic
• 43%: Online teaching-learning in STEM SCALE-UP classrooms during the COVID-19 pandemic: feedback from students
• 36%: The transition to online teaching during the COVID-19 pandemic at a regional, rural university: The experience of learning assistants
• 35%: Improvement or selection? A longitudinal analysis of students’ views about experimental physics in their lab courses
• 33%: Impact on students' views of experimental physics from a large introductory physics lab course
• 32%: Tracking Graduate Admissions During COVID-19: Year One
• 31%: The effects of a redesign on students’ attitudes and evaluations for an introductory calculus-based physics lab
• 29%: Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?
• 27%: The construction of different classroom norms during Peer Instruction: Students perceive differences
• 26%: Assessing students’ epistemic logic using clause topics during problem comparison
• 26%: Apples vs. Oranges: Comparison of Student Performance in a MOOC vs. a Brick-and-Mortar Course
• 26%: Correlating students' beliefs about experimental physics with lab course success
• 26%: Correlating students' views about experimental physics with their sense of project ownership
• 26%: Who does what now? How physics lab instruction impacts student behaviors
• 26%: “Let’s just pretend”: Students’ shifts in frames during a content-reinforcement lab
• 26%: Investigating students' views about the role of writing in physics lab classes
• 25%: Development and results from a survey on students’ views of experiments in lab classes and research
• 25%: How physics instruction impacts students’ beliefs about learning physics: A meta-analysis of 24 studies