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Physical Review ST Phys. Educ. Res.
Using text embeddings for deductive qualitative research at scale in physics education Leveraging scientific modeling to engage pre-med undergraduates in physics lab courses Improving student understanding of the number of distinct many-particle states for a system of identical particles with a fixed number of available single-particle states Empirical insights into the effects of research-based teaching strategies in quantum education Conceptual framework for understanding empathy in physics faculty Introducing quantum physics concepts and Dirac notation at the secondary school level: Insights into student reasoning from an acceptance survey Physics teachers’ professional development on measurement uncertainty: A commognitive approach Analysis of pseudoscientific beliefs in quantum mechanics of high school students and teachers Grading assistance for a handwritten thermodynamics exam using artificial intelligence: An exploratory study Extending curricular analytics to analyze undergraduate physics programs Analysis of students’ conceptual change in learning Newton’s third law with an integrated framework of model analysis and knowledge integration Importance of accounting for student identities and intersectionality for creating equitable and inclusive physics learning environments Concept image framework for derivatives from contour graphs Challenges in sensemaking and reasoning in the context of degenerate perturbation theory in quantum mechanics Comparison and AI-based prediction of graph comprehension skills based on the visual strategies of first-year physics and medicine students Pedagogical moves related to analogy that support a unified understanding of eigentheory concepts in a quantum mechanics class Design and evaluation of a questionnaire to assess learners’ understanding of quantum measurement in different two-state contexts: The context matters Mathematical structures in quantum physics education for high school students: Unveiling the power of Dirac notation for conceptual and problem-solving proficiency Student reasoning about quantum mechanics while working with physical experiments Person-centered and qualitative approaches to network analysis in physics education research Interactive homework to support student learning of measurement uncertainty in quantum mechanics Assessment of knowledge integration in student learning of galvanic cell: An interdisciplinary approach connecting physics and chemistry Contributing factors to the improvement of conceptual understanding in a computer-based intervention in Newtonian dynamics Student conceptual resources for understanding electric circuits Enrollment to exams: Perceived stress dynamics among first-year physics students Student attitudes toward quantum information science and technology in a high school outreach program Evidence for validity and reliability of a research-based assessment instrument on measurement uncertainty Unveiling the influence of pedagogical content knowledge in questioning on college students’ conceptual learning of introductory physics Departmental case study of physics doctoral students’ perspectives of written qualifying exams Undergraduate physics students’ experiences: Exploring the impact of underrepresented identities and intersectionality Role of inhibition in overcoming interferences of misconception under similar feature saliency: An eye-tracking study of the projectile motion problem Development of a global landscape of undergraduate physics laboratory courses Using drawing to study student research experiences Modeling when and how physics Ph.D. students search for a research group: The role of interests and prior research experiences in timely group integration Erratum: Development and validation of a conceptual multiple-choice survey instrument to assess student understanding of introductory thermodynamics [Phys. Rev. Phys. Educ. Res. 19, 020112 (2023)] Reinforcing mindware or supporting cognitive reflection: Testing two strategies for addressing a persistent learning challenge in the context of air resistance How women and lesbian, gay, bisexual, transgender, and queer physics doctoral students navigate graduate education: The roles of professional environments and social networks Evolving study strategies and support structures of introductory physics students Effectiveness of conceptual-framework-based instruction on promoting knowledge integration in learning simple electric circuit Exploratory analysis of students’ open-ended responses describing their perception of course inclusivity in an introductory physics course Dynamics of productive confirmation framing in an introductory lab Investigating introductory and advanced students’ difficulties with entropy and the second law of thermodynamics using a validated instrument Development, evaluation, and gender differences in a novel workshop intervention to narrow the physics gender gap at postcompulsory level Assessment of conceptual understanding in student learning of evaporation Investigating and improving student understanding of the basics of quantum computing Network analysis of graduate program support structures through experiences of various demographic groups Using a research-based assessment instrument to explore undergraduate students’ proficiencies around measurement uncertainty in physics lab contexts Characterizing decision-making opportunities in undergraduate physics coursework Evaluation of a new teaching-learning sequence on the particulate nature of matter using crystal structures Network analysis of students’ conceptual understanding of mathematical expressions for probability in upper-division quantum mechanics Video clubs in physics teaching assistant training: Teaching assistants’ experiences Using expectancy-value theory to understand the teaching motivations of women physics lecturers Energy as a source of preservice teachers’ conceptions about radioactivity Effect of an inquiry-based teaching sequence on secondary school students’ understanding of wave optics Do students think that objects have a true definite position? Student understanding of eigenvalue equations in quantum mechanics: Symbolic blending and sensemaking analysis Exploring generative AI assisted feedback writing for students’ written responses to a physics conceptual question with prompt engineering and few-shot learning Sentiment and thematic analysis of faculty responses: Transition to online learning Vector representations and unit vector representations of fields: Problems of understanding and possible teaching strategies Assessment of preservice physics teachers’ knowledge of student understanding of force and motion Exploring techniques to improve machine learning’s identification of at-risk students in physics classes Utilizing network analysis to explore student qualitative inferential reasoning chains Modeling novel physics in virtual reality labs: An affective analysis of student learning Cheat sites and artificial intelligence usage in online introductory physics courses: What is the extent and what effect does it have on assessments? Editorial: Coauthor! Coauthor! Importance of undergraduate institution prestige in physics faculty hiring networks Implementation of the photovoice methodology in a project-based upper-division physics course Learning difficulties among students when applying Ampére-Maxwell’s law and its implications for teaching Investigating students’ insight after attending a planetarium presentation about the apparent motion of the Sun and stars Investigating faculty perspectives on written qualifying exams in physics Prevalence of a growth mindset among introductory astronomy students Self-efficacy changes and gender effects on self-efficacy in a large-scale robotic telescope focused curriculum Science, technology, engineering, and mathematics undergraduates’ knowledge and interest in quantum careers: Barriers and opportunities to building a diverse quantum workforce Physics Ph.D. student perspectives on the importance and difficulty of finding a research group Examining the mismatch between the intended astronomy curriculum content, astronomical literacy, and the astronomical universe Recognizing dominant cultures around assessment and educational change in physics programs Investigating peer recognition across an introductory physics sequence: Do first impressions last? Enhancing peer instruction in physics: Understanding cognitive processes and refining rules Disparities in access to U.S. quantum information education Analyzing interviews on computational thinking for introductory physics students: Toward a generalized assessment How to evaluate students’ decisions in a data comparison problem: Correct decision for the wrong reasons? Metacognition and epistemic cognition in physics are related to physics identity through the mediation of physics self-efficacy Who and what gets recognized in peer recognition Substance-based and sequential reasoning about current: An example from a bulb-ranking task using a resources theoretical lens Motivation and needs of informal physics practitioners Validation of two test anxiety scales for physics undergraduate courses through confirmatory factor analysis and Rasch analysis Exploring gender differences in the Force Concept Inventory using a random effects meta-analysis of international studies Beyond normalized gain: Improved comparison of physics educational outcomes How to help students learn: An investigation of how in- and pre-service physics teachers respond to students’ explanations Group dynamics in inquiry-based labs: Gender inequities and the efficacy of partner agreements Testing quantum reasoning: Developing, validating, and application of a questionnaire Physics instructors’ knowledge and use of active learning has increased over the last decade but most still lecture too much Changing person-environment fit among underrepresented undergraduate physics students: Successes from a small department Evaluating IBM’s Watson natural language processing artificial intelligence as a short-answer categorization tool for physics education research Redesigning a first year physics lab course on the basis of the procedural and conceptual knowledge in science model Comment on “Examining the effect of counternarratives about physics on women’s physics career intentions” Reply to “Comment on ‘Examining the effect of counternarratives about physics on women’s physics career intentions’ ” Investigating introductory and advanced students’ difficulties with change in internal energy, work, and heat transfer using a validated instrument Role of mentorship, career conceptualization, and leadership in developing women’s physics identity and belonging