Saved in:
| Main Authors: | Fox, Michael F. J., Pomfret, Taylor O. |
|---|---|
| Format: | Preprint |
| Published: |
2025
|
| Subjects: | |
| Online Access: | https://arxiv.org/abs/2504.07885 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Similar Items
The impact of perceived recognition by physics instructors on women's self-efficacy and interest
by: Li, Yangqiuting, et al.
Published: (2023)
by: Li, Yangqiuting, et al.
Published: (2023)
Bias in physics peer recognition does not explain gaps in perceived recognition
by: Sundstrom, Meagan, et al.
Published: (2023)
by: Sundstrom, Meagan, et al.
Published: (2023)
Introductory physics students' recognition of strong peers: Gender and racial/ethnic bias differ by course level and context
by: Sundstrom, Meagan, et al.
Published: (2022)
by: Sundstrom, Meagan, et al.
Published: (2022)
Evaluating recognition and recall formats of social network surveys in physics education research
by: Sundstrom, Meagan, et al.
Published: (2025)
by: Sundstrom, Meagan, et al.
Published: (2025)
Development of a global landscape of undergraduate physics laboratory courses
by: Geschwind, Gayle, et al.
Published: (2024)
by: Geschwind, Gayle, et al.
Published: (2024)
Comparing large language models for supervised analysis of students' lab notes
by: Fussell, Rebeckah K., et al.
Published: (2024)
by: Fussell, Rebeckah K., et al.
Published: (2024)
Thematic analysis of student perceptions of resources and demands experienced in introductory physics
by: Pelakh, Avital, et al.
Published: (2025)
by: Pelakh, Avital, et al.
Published: (2025)
Supporting students with ADHD in introductory physics courses: Four steps for instructors
by: Bustamante, Caroline, et al.
Published: (2019)
by: Bustamante, Caroline, et al.
Published: (2019)
Investigating peer recognition across an introductory physics sequence: Do first impressions last?
by: Sundstrom, Meagan, et al.
Published: (2023)
by: Sundstrom, Meagan, et al.
Published: (2023)
Helping introductory physics students connect physics with humanities, art, social sciences, and everyday life
by: Rouret, Brooke, et al.
Published: (2025)
by: Rouret, Brooke, et al.
Published: (2025)
Combining physics education and machine learning research to measure evidence of students' mechanistic sensemaking
by: Gili, Kaitlin, et al.
Published: (2025)
by: Gili, Kaitlin, et al.
Published: (2025)
Investigating student perceptions of creativity and generative ai in computational physics
by: Her, Pachi, et al.
Published: (2026)
by: Her, Pachi, et al.
Published: (2026)
Canadian Physics Counts: An exploration of the diverse identities of physics students and professionals in Canada
by: Hennessey, Eden J., et al.
Published: (2024)
by: Hennessey, Eden J., et al.
Published: (2024)
On the design of a profession-oriented course on Theoretical Mechanics for physics education students
by: Korner, Marianne, et al.
Published: (2025)
by: Korner, Marianne, et al.
Published: (2025)
Exploring the potential of ChatGPT for feedback and evaluation in experimental physics
by: Abreu, Marcos, et al.
Published: (2025)
by: Abreu, Marcos, et al.
Published: (2025)
Exploring the potential of ChatGPT for feedback and evaluation in experimental physics
by: Abreu, Marcos, et al.
Published: (2026)
by: Abreu, Marcos, et al.
Published: (2026)
Undergraduate physics students' experiences: Exploring the impact of underrepresented identities and intersectionality
by: Keblbeck, Dakota, et al.
Published: (2023)
by: Keblbeck, Dakota, et al.
Published: (2023)
Instructing nontraditional physics labs: Toward responsiveness to student epistemic framing
by: Sundstrom, Meagan, et al.
Published: (2023)
by: Sundstrom, Meagan, et al.
Published: (2023)
What topics of peer interactions correlate with student performance in physics courses?
by: Simpfendoerfer, L. N., et al.
Published: (2023)
by: Simpfendoerfer, L. N., et al.
Published: (2023)
How undergraduate physics students use generative AI for computational modeling
by: Fredly, Karl Henrik, et al.
Published: (2026)
by: Fredly, Karl Henrik, et al.
Published: (2026)
A framework for designing experimental tasks in contemporary physics lab courses
by: Lahme, Simon Z., et al.
Published: (2023)
by: Lahme, Simon Z., et al.
Published: (2023)
What does it mean to think like a physicist? Insights from physics graduate students
by: Ghimire, Apekshya, et al.
Published: (2026)
by: Ghimire, Apekshya, et al.
Published: (2026)
Using tablets and smartphones as experimental tools in the physics classroom: effects on learning and motivation
by: Gasparini, Alice, et al.
Published: (2026)
by: Gasparini, Alice, et al.
Published: (2026)
Investigating students' gender expression and its relation to sense of belonging in introductory physics courses
by: Leibnitz, Noah, et al.
Published: (2026)
by: Leibnitz, Noah, et al.
Published: (2026)
From enrollment to exams: Perceived stress dynamics among first-year physics students
by: Lahme, Simon Zacharias, et al.
Published: (2024)
by: Lahme, Simon Zacharias, et al.
Published: (2024)
Importance of accounting for student identities and intersectionality for creating equitable and inclusive physics learning environments
by: Santana, Lisabeth Marie, et al.
Published: (2024)
by: Santana, Lisabeth Marie, et al.
Published: (2024)
AI-supported data analysis boosts student motivation and reduces stress in physics education
by: Henze, Jannik, et al.
Published: (2024)
by: Henze, Jannik, et al.
Published: (2024)
Closeness in a physics faculty online learning community predicts impacts in self-efficacy and teaching
by: Hatcher, Chase, et al.
Published: (2022)
by: Hatcher, Chase, et al.
Published: (2022)
A scaffolded curriculum to foster experimental skills acquisition in an introductory physics lab course
by: Alemani, M.
Published: (2024)
by: Alemani, M.
Published: (2024)
Measuring optical force with a torsion pendulum: a platform for independent student experimentation
by: Russell, Leland, et al.
Published: (2025)
by: Russell, Leland, et al.
Published: (2025)
Exploring the MBTI distribution among Chinese undergraduate physics students: the influence of family income on career trajectories
by: Bai, Songyang, et al.
Published: (2024)
by: Bai, Songyang, et al.
Published: (2024)
Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics
by: Frederick, Emily, et al.
Published: (2024)
by: Frederick, Emily, et al.
Published: (2024)
Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics
by: Karim, Nafis I, et al.
Published: (2020)
by: Karim, Nafis I, et al.
Published: (2020)
Differences in the attitudes and beliefs about science of students in the physics-mathematics and life sciences areas and their impact on teaching
by: Suarez, Alvaro, et al.
Published: (2022)
by: Suarez, Alvaro, et al.
Published: (2022)
Becoming a physicist: Major educational transition points impact women's physics self-efficacy and sense of belonging
by: Lindley, Sarah, et al.
Published: (2025)
by: Lindley, Sarah, et al.
Published: (2025)
Jupyter widgets and extensions for education and research in computational physics and chemistry
by: Du, Dou, et al.
Published: (2024)
by: Du, Dou, et al.
Published: (2024)
Supporting physics instructors to use a variety of evidence-based approaches to improve student learning: An example from quantum mechanics
by: Justice, Paul, et al.
Published: (2026)
by: Justice, Paul, et al.
Published: (2026)
A three-year comparative study of dominant misconceptions among first-year physics students at a South African university
by: Chrysostomou, Anna, et al.
Published: (2023)
by: Chrysostomou, Anna, et al.
Published: (2023)
Exploring Students perceptions of their learning experience and self efficacy in physics online class with project based learning
by: Mutmainna, et al.
Published: (2026)
by: Mutmainna, et al.
Published: (2026)
CURE-like, not cure-all: Varying broad relevance in experimentation labs produces similar student outcomes
by: Markert, Elly, et al.
Published: (2026)
by: Markert, Elly, et al.
Published: (2026)
Similar Items
-
The impact of perceived recognition by physics instructors on women's self-efficacy and interest
by: Li, Yangqiuting, et al.
Published: (2023) -
Bias in physics peer recognition does not explain gaps in perceived recognition
by: Sundstrom, Meagan, et al.
Published: (2023) -
Introductory physics students' recognition of strong peers: Gender and racial/ethnic bias differ by course level and context
by: Sundstrom, Meagan, et al.
Published: (2022) -
Evaluating recognition and recall formats of social network surveys in physics education research
by: Sundstrom, Meagan, et al.
Published: (2025) -
Development of a global landscape of undergraduate physics laboratory courses
by: Geschwind, Gayle, et al.
Published: (2024)