... and conductivity, and 51% for freezing and melting. About 20 alternative conceptions were attributed to incorrect responses, with responses for each reported by grade. Three alternative conceptions were coded as “context-independent” due to their occurrence in two incorrect answers each, e.g., “hot and cold...

... Introductory college MCT R9 Gravity Concept Test Gravity Introductory college 3-tier short answer R10 Density Survey (DS) Density Middle school, High school, Introductory College MCT R11 Misconception diagnostic test about density (MDTD) Density Introductory college 4-tier MCT R12...

... be addressed to make them a viable option Ultrawide Bandgap β-Ga₂O₃ Semiconductor: Theory and Applications answers the needs of both researchers and professionals in semiconductor devices, electronic materials, solid-state physics, consumer electronics, communications...

... be addressed to make them a viable option Ultrawide Bandgap β-Ga₂O₃ Semiconductor: Theory and Applications answers the needs of both researchers and professionals in semiconductor devices, electronic materials, solid-state physics, consumer electronics, communications...

... of a loudspeaker. The MWCS ( Tongchai et al., 2009 ) includes several questions about sound. Hrepic et al. (2010) suggest that the answers to four questions could provide criteria to identify models of sound: (1) what is sound? (2) What happens to sound without the medium? (3) What happens...

...) Advanced undergraduate students (N′ = 25) Graduate students (N′ = 16) Correct approach (Lorentz transformations) 25% (29) 35% (9) 20% (3) Correct answer 15% (20) 30% (7) 20% (3) Approach based on length contraction 60% (66) 50% (12) 80% (13) Other incorrect...

... of the electromagnet. Only a few students could interpret all experiments correctly. The author mentions two main patterns of reasoning in the incorrect answers. One line of reasoning explained the induction phenomenon by saying that “something” acts on another subject “sending something” (force, charge, light, etc...

... these processes as undergoing change and development. The data source in this case was “carefully constructed short answer evaluations (multiple-choice questions written in natural language, questions using graphical representations, and short written answers)” where the researchers “look for correlations among...

..., 1978 ). However, in many interactive physics classes, peer groups are not always assigned in ways to ensure heterogeneity in student academic achievement. In cases where students with a similar level of physics understanding work together to answer questions, their performances also show improvement...

... for arriving at the right answer, potentially marginalizing Claudia's contributions to sensemaking. Moreover, without attending to the resources that individual students bring to the learning environment, some of these opportunities for co-constructing knowledge can end up in the rote memorization of canonical...

... may be to develop a growth mindset that focuses on student processes and struggles rather than the correctness of the answer. To encourage this mindset in the students, the Tutorials must never be graded, and the worked solutions should never be distributed. Tutorials prescribe...

... answer the research questions. Questions for reflection There are many choices during the data analysis stage that can impact equity in research. Researchers select theoretical lenses that guide their research, often selecting popular frameworks such as communities of practice (CoP). Despite widespread...

... to classify open response answers to physics instruments ( Wilson et al., 2022 ). The most common application of network analysis in PER is to characterize social structures arising in the physics classroom or between physics students. In these networks, the nodes are students or instructors...

... at science than other people. Without natural ability, hard work will not get you anywhere in science! Example grades productive stance (based on empirical educational research), not necessarily a realistic stance for all students. Answer (e) is more productive, answer (d) is more...

... for simulation, modeling, optimization, assessment, and operations. These chapters aim to answer three fundamental questions in detail: What are the core theories and concepts for PV systems? What are the tools and models that can be used to assess and design PV systems? What algorithms and strategies...

... problems. Student attitudes about problem-solving can impact how they engage with it. For example, a student who doesn't believe that physics answers should make sense is unlikely to check the answers after solving problems. A student who believes that physics is a collection of disconnected facts...

... of students who answered a task correctly or incorrectly. Kekule used seven tasks mostly adopted from the TUGK test by Beichner (1994) , while Thoms et al. (2013) used tasks from three different topics (resistances, gas laws, spectrometry) with three levels of difficulty (elementary questions...