NEW ARTICLE
Analyzing interviews on computational thinking for introductory physics students: Toward a generalized assessment
Justin Gambrell and Eric Brewe
Phys. Rev. Phys. Educ. Res. 20, 010128 (2024)According to academic and industrial physicists, learning goals do not differ much between an introductory and a computationally-integrated introductory physics class.
NEW ARTICLE
Metacognition and epistemic cognition in physics are related to physics identity through the mediation of physics self-efficacy
Yaren Ulu and Sevda Yerdelen-Damar
Phys. Rev. Phys. Educ. Res. 20, 010130 (2024)Educational efforts that focus on reducing the gender gap in physics self-efficacy may result in reductions of the gender gap in physics identity, recognition, and interest.
NEW ARTICLE
How to evaluate students’ decisions in a data comparison problem: Correct decision for the wrong reasons?
Karel Kok, Sophia Chroszczinsky, and Burkhard Priemer
Phys. Rev. Phys. Educ. Res. 20, 010129 (2024)Students give correct answers for the wrong reasons in multiple-choice problems when comparing datasets.
NEW ARTICLE
Who and what gets recognized in peer recognition
Meagan Sundstrom et al.
Phys. Rev. Phys. Educ. Res. 20, 010127 (2024)There is a difference in the nature of the gender bias in student nominations of strong physics peers between lecture- and lab-based courses.
SPECIAL COLLECTION
Examining racial diversity and identity in Physical Review Physics Education Research
July 1, 2020
EDITORIAL
Editorial: Announcing the PRPER Statistical Modeling Review Committee (SMRC)
November 22, 2022
Email Alerts
Sign up to receive regular email alerts from Physical Review Physics Education Research
Sign Up