We describe the difficulties advanced undergraduate and graduate students have with quantum measurement. To reduce these difficulties, we have developed research-based learning tools such as the Quantum Interactive Learning Tutorial (QuILT) and peer instruction tools. A preliminary evaluation shows that these learning tools are effective in improving students' understanding of concepts related to quantum measurement.
This research investigate that science process skills significantly improve after doing some practicum activities. The research population are fifth semester physics education students and the research sample are fifth semester physics education students who was doing electricity and magnetism experiment C class course. We used two questionnaires, the first one is given to the students after doing three experiment activities and the second one is given after doing six experiment activities. This research is quantitative research using paired sample t test analysis that compared the first quest…
Engaging students with well-designed multiple-choice questions during class and asking them to discuss their answers with their peers after each student has contemplated the response individually can be an effective evidence-based active-engagement pedagogy in physics courses. Moreover, validated sequences of multiple-choice questions are more likely to help students build a good knowledge structure of physics than individual multiple-choice questions on various topics. Here we discuss a framework to develop robust sequences of multiple-choice questions and then use the framework for the devel…
Assessing students understanding of the concept of electric potential difference based on the SOLO taxonomy in upper-secondary students for a targeted assessment
The concepts of the Coriolis and the centrifugal force are essential in various scientific fields and they are standard components of introductory physics lectures. In this paper we explore how students understand and apply concepts of rotating frames of reference in the context of an exemplary lecture demonstration experiment. We found in a $Predict-Observe-Explain$-setting, that after predicting the outcome prior to the demonstration, only one out of five physics students correctly reported the observation of the trajectory of a sphere rolling over a rotating disc. Despite this low score, a …
We investigated the difficulties that physics students in upper-level undergraduate quantum mechanics and graduate students after quantum and statistical mechanics core courses have with the Fermi energy, the Fermi-Dirac distribution and total electronic energy of a free electron gas after they had learned relevant concepts in their respective courses. These difficulties were probed by administering written conceptual and quantitative questions to undergraduate students and asking some undergraduate and graduate students to answer those questions while thinking aloud in one-on-one individual i…
The research reported in this article represents a systematic, multi-year investigation of student understanding of the behavior of bipolar junction transistor circuits using a variety of different tasks to isolate and probe key aspects of transistor circuit behavior. The participants in this study were undergraduates enrolled in upper-division physics electronics courses at three institutions, as well as undergraduates in upper-division engineering electronics courses at one of the institutions. Findings from this research indicate that many students have not developed a robust conceptual und…
National calls to transform laboratory courses by making them more discovery-based can be met by engaging students in multi-week final projects. One plausible outcome of this approach is that students may feel ownership of their projects. We define ownership as a dynamic relationship between students and their projects characterized by three student-project interactions that evolve over three project phases. Student-project interactions include students' contributions to, emotional responses to, and new understanding of the project. Phases include choosing the topic and team, carrying out the …
Exploring Pedagogical Content Knowledge of Teaching Assistants Using the Test of Understanding Graphs in Kinematics
运动学图形理解测验（英语：Test of Understanding Graphs in Kinetics，缩写：TUG-K）是Beichner在1994年开发的一个多项选择测验，用来评估学生对运动学图形的理解。TUG-K上的许多项目都有很强的干扰项选择，这与学生在运动学图形方面的常见困难相对应。如果教师不了解物理导论学生的共同困难，并在教学设计中明确考虑到这些困难，那么教学就不可能是有效的。我们评估的教学内容的知识，一年级的物理研究生参加了教学助理（TA）培训课程的主题所涵盖的TUG-K。特别是，对于TUG-K上的每个项目，研究生被要求识别他们认为最常被物理学入门学生选择的错误答案，如果他们在相关概念的指导后不知道正确答案。我们使用的研究生数据和数据从Beichner的原始文件介绍物理学的学生，以评估相关的教学内容的知识（PCK）的研究生。我们发现，虽然研究生，平均而言，表现优于随机猜测，在确定介绍学生的困难上的TUG-K，他们没有确定许多常见的困难，介绍学生有图形的运动学，即使在传统的教学。此外，我们发现，研究生的能力，以确定的困难，介绍学生是依赖于上下文。
This addendum shows that a demographic grade gap is best understood using a course deficit model rather than the more common student deficit model. Students from a concepts-first class took the same final exam as the three other classes that were offered at the same time so the grade gaps between different demographic groups from each class can be compared. It is found that students identifying as members of a racial/ethnic group underrepresented in physics had higher final exam grades than their peers from the same concepts first class rather than the usual case, lower exam grades than their …
Exploring Students' Understanding of Linear and Quadratic Relationships in a Projectile Motion Context
Johannes Kepler University Linz（林茨约翰·开普勒大学）；Sanata Dharma University（圣达塔玛大学）；University of Delaware（特拉华大学）；SMP Negeri 4 Pakem（帕克姆第四国立中学）；Qatar University（卡塔尔大学）
Teaching assistants (TAs) are often responsible for grading in introductory physics courses at large research universities. Their grading practices can shape students' approaches to problem solving and learning. Physics education research recommends grading practices that encourage students to provide evidence of understanding via explication of the problem-solving process. However, TAs may not necessarily grade in a manner that encourages students to provide evidence of understanding in their solutions. Within the context of a semester-long TA professional development course, we investigated …
The decline in student interest in science and technology is a major concern in the western world. One approach to reversing this decline is to introduce modern physics concepts much earlier in the school curriculum. We have used the context of the recent discoveries of gravitational waves to test benefits of one-day interventions, in which students are introduced to the ongoing nature of scientific discovery, as well as the fundamental concepts of quantum physics and gravitation, which underpin these discoveries. Our innovative approach combines role-playing, model demonstrations, single phot…
Learning quantum mechanics is challenging, even for upper-level undergraduate and graduate students. Research-validated interactive tutorials that build on students' prior knowledge can be useful tools to enhance student learning. We have been investigating student difficulties with quantum mechanics pertaining to the double-slit experiment in various situations that appear to be counterintuitive and contradict classical notions of particles and waves. For example, if we send single electrons through the slits, they may behave as a "wave" in part of the experiment and as a "particle" in anothe…
