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Physical Review Special Topics. Physics Education Research

ISSN Print: 1554-9178

ISSN Online:

主页: http://prst-per.aps.org/

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Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning

Pasi Nieminen,,Antti Savinainen,Jouni Viiri

Applying beliefs and resources frameworks to the psychometric analyses of an epistemology survey

Sevda Yerdelen-Damar1,,Andrew Elby2,,Ali Eryilmaz3

Positive attitudinal shifts with the Physics by Inquiry curriculum across multiple implementations

Beth A. Lindsey1,Leonardo Hsu2,Homeyra Sadaghiani3,Jack W. Taylor4

Effects of two different types of physics learning on the results of CLASS test

Mirko Maru？i？1,Josip Sli？ko2

Preliminary investigation of instructor effects on gender gap in introductory physics

Kimberley Kreutzer1,Andrew Boudreaux2,*

Empirical approach to interpreting card-sorting data

Steven F. Wolf1,2,*,Daniel P. Dougherty2,？,Gerd Kortemeyer1,2,？

Teaching integration with layers and representations: A case study

Joshua Von Korff,N. Sanjay Rebello

Observations on student difficulties with mathematics in upper-division electricity and magnetism

Rachel E. Pepper,,Stephanie V. Chasteen,Steven J. Pollock,Katherine K. Perkins

Prospective elementary teachers’ perceptions of the processes of modeling: A case study

Claudio Fazio1,*,Benedetto Di Paola2,Ivan Guastella1

Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

Fred Goldberg1,Edward Price2,Stephen Robinson3,,Danielle Boyd-Harlow4

Learning, retention, and forgetting of Newton’s third law throughout university physics

Eleanor C. Sayre,Scott V. Franklin,Stephanie Dymek,Jessica Clark

Role of beliefs and emotions in numerical problem solving in university physics education

Madelen Bodin*,Mikael Winberg？

Representational task formats and problem solving strategies in kinematics and work

Bashirah Ibrahim,N. Sanjay Rebello

How do they solve it? An insight into the learner’s approach to the mechanism of physics problem solving

Balasubrahmanya Hegde,B. N. Meera*

Scientific reasoning abilities of nonscience majors in physics-based courses

J. Christopher Moore*,Louis J. Rubbo？

Exploration of factors that affect the comparative effectiveness of physical and virtual manipulatives in an undergraduate laboratory

Jacquelyn J. Chini1,Adrian Madsen2,Elizabeth Gire3,N. Sanjay Rebello2

Using time-on-task measurements to understand student performance in a physics class: A four-year study

John Stewart*,Gay Stewart？,Jennifer Taylor

Improving students’ understanding of quantum measurement. II. Development of research-based learning tools

Guangtian Zhu1,2,Chandralekha Singh2

Epistemic complexity and the journeyman-expert transition

Thomas J. Bing,Edward F. Redish

Mapping university students’ epistemic framing of computational physics using network analysis

Madelen Bodin*

Investigating student communities with network analysis of interactions in a physics learning center

Eric Brewe1,2,Laird Kramer2,Vashti Sawtelle2,Eric Brewe1,2

Disciplinary authenticity: Enriching the reforms of introductory physics courses for life-science students

Jessica Watkins1,Janet E. Coffey2,Edward F. Redish1,Todd J. Cooke3

Controlled study on the effectiveness of multimedia learning modules for teaching mechanics

Homeyra R. Sadaghiani

Improving students’ understanding of quantum measurement. I. Investigation of difficulties

Guangtian Zhu1,2,Chandralekha Singh2

Using isomorphic problems to learn introductory physics

Shih-Yin Lin,Chandralekha Singh

Teaching electric circuits with multiple batteries: A qualitative approach

David P. Smith*,Paul van Kampen

Development of the Concise Data Processing Assessment

James Day,Doug Bonn

Investigating the effectiveness of the tutorials in introductory physics in multiple instructional settings

C. Slezak1,K. M. Koenig2,R. J. Endorf2,G. A. Braun3

Student effort expectations and their learning in first-year introductory physics: A case study in Thailand

U. Wutchana,N. Emarat

Identifying predictors of physics item difficulty: A linear regression approach

Vanes Mesic,Hasnija Muratovic

Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research

John R. Thompson,Warren M. Christensen,Michael C. Wittmann

Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development

Edgar D. Corpuz,N. Sanjay Rebello

Consistency of students’ conceptions of wave propagation: Findings from a conceptual survey in mechanical waves

Apisit Tongchai,Manjula Devi Sharma,Ian D. Johnston,Kwan Arayathanitkul

Comparative study of the effectiveness of three learning environments: Hyper-realistic virtual simulations, traditional schematic simulations and traditional laboratory

Guadalupe Martínez,Francisco L. Naranjo,ángel L. Pérez,Maria Isabel Suero

Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials

Renee Michelle Goertzen1,Eric Brewe1,2,Laird H. Kramer1,Leanne Wells1

Interference between electric and magnetic concepts in introductory physics

Thomas M. Scaife,Andrew F. Heckler

How attitudes and beliefs about physics change from high school to faculty

Simon P. Bates*,Ross K. Galloway,Claire Loptson,Katherine A. Slaughter

Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development

Edgar D. Corpuz,N. Sanjay Rebello

What students learn when studying physics practice exam problems

Witat Fakcharoenphol,,Eric Potter,Timothy Stelzer

Editorial: Redefining Length

Gene D. Sprouse, Editor in Chief

Differences in visual attention between those who correctly and incorrectly answer physics problems

Adrian M. Madsen1,Adam M. Larson2,Lester C. Loschky2,N. Sanjay Rebello1

Learning and retention of quantum concepts with different teaching methods

Louis Deslauriers,Carl Wieman

Exploring the role of conceptual scaffolding in solving synthesis problems

Lin Ding1,*,Neville Reay2,Albert Lee3,Lei Bao2

Specificity, transfer, and the development of expertise

David T. Brookes,Brian H. Ross,José P. Mestre

Inquiry-based course in physics and chemistry for preservice K-8 teachers

Michael E. Loverude,Barbara L. Gonzalez,Roger Nanes

Using multimedia learning modules in a hybrid-online course in electricity and magnetism

Homeyra R. Sadaghiani

Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences

Eric Brewe

Attitudes about science and conceptual physics learning in university introductory physics courses

Marina Milner-Bolotin1,Tetyana Antimirova2,Andrea Noack3,Anna Petrov4

Students’ understanding and application of the area under the curve concept in physics problems

Dong-Hai Nguyen,N. Sanjay Rebello

Wave-particle duality and uncertainty principle: Phenomenographic categories of description of tertiary physics students’ depictions

Mengesha Ayene1,Jeanne Kriek2,Baylie Damtie3

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