... ( 4 ), 648 – 658 ( 2018 ). 10.1177/1049732317746377 Lindell , R. and Ding , L. , 2012 Physics Education Research Conference Proceedings , edited by P.   Engelhardt   et al. ( American Institute of Physics , Melville, NY , 2012 ), Vol. 1513, pp. 27–29. Little...

...://www.aps.org/publications/apsnews/202207/backpage.cfm . Widya , A.   et al. , J. Phys.: Conf. Ser.   1317 , 012208 ( 2019 ). 10.1088/1742-6596/1317/1/012208 PER as Prologue to the 21st Century Introduction: A Little History Beyond the Skills 21st Century Graduate Education in PER Conclusions...

... in textbooks from 1891 to 1991, Stocklmayer and Treagust (1994) noted that in the textbooks they had studied, there had been “remarkably little change in their presentation of direct-current circuitry, most texts by implication portraying, in various ways, a fluid model which predates Faraday.” Several...

... focused on the experience of marginalized students with certain identities (gender, race/ethnicity). However, students with disabilities and LGBTQ+ students experience the results of similar institutional structures that preclude their participation in physics. As noted early in the Introduction, little...

... , 1970 ). Little , A. J.   et al. , Phys. Rev. Phys. Educ. Res.   15 ( 1 ), 010127 ( 2019 ). 10.1103/PhysRevPhysEducRes.15.010127 Madsen , A.   et al. , Am. J. Phys.   85 ( 4 ), 245 – 264 ( 2017 ). 10.1119/1.4977416 Meltzer , D. E. , paper presented at the 2015...

...., 2007 ). Other studies disagree. For example, a study observing students and experts conducting standard, introductory-level physics experiments found that, “Be they teachers or students, experimenters use, as little as possible, their own theoretical knowledge and the theoretical knowledge offered...

... ( 4 ), 648 – 658 ( 2018 ). 10.1177/1049732317746377 Lindell , R. and Ding , L. , 2012 Physics Education Research Conference Proceedings , edited by P.   Engelhardt   et al. ( American Institute of Physics , Melville, NY , 2012 ), Vol. 1513, pp. 27–29. Little...

.... The designed length of studies, for example, encodes important assumptions. Long-term studies usually see development well into adulthood, and little salient change occurs in the course of 1 or 2 years. The Epistemological Reflection Model (by Baxter Magolda in 1992) used eight years of postcollege...

... after instruction. Unfortunately, student views about risk were influenced relatively little by the curriculum. In reflecting upon the PLON-unit, Eijkelhof (1990) acknowledged that because there is such a dramatic gap in how lay people and experts assess risks, although an instructor might have...

... practitioners who are also engaged in IPLS development have made a number of contributions, which are likely fruitful for the broader PER community. We discuss them here. In this section, we briefly describe areas of IPLS research where to date there has been relatively little published work. We identify three...

... State and properties, uncertainty principle Measurement and stochastic nature of QM Formalism Little investigated aspects Studies on the Learning of Quantum Concepts in Relation to Implemented Pathways Research on Students Learning at University Level Introduction Research on Learning...

....   18 ( 1 ), 010142 ( 2022 ). 10.1103/PhysRevPhysEducRes.18.010142 Li , Y.   et al. , Phys. Teach.   58 ( 7 ), 484 – 487 ( 2020 ). 10.1119/10.0002067 Lindstrøm , C. and Sharma , M. D. , Int. J. Innovation Sci. Math. Educ.   19 ( 2 ), 1 – 19 ( 2011 ). Little...

... with multiplicities to derive a relationship between probability and energy. The tutorial was assessed qualitatively using analysis of in-class student video and quantitatively using post-test exam questions. Students had little physical sense of the significance of the Boltzmann factor prior to the tutorial...

... ). See https://www.universoscuola.it/buona-scuola-cosa-prevede-normativa.htm#superpreside (last accessed 27 August 2022 ). Leinonen , R.   et al. , J. Technol. Sci. Educ.   10 ( 1 ) ( 2020 ). 10.3926/jotse.820 Little , J. W. , Teach. Coll. Rec.   105 , 913 – 945 ( 2003...

... , 1970 ). Little , A. J.   et al. , Phys. Rev. Phys. Educ. Res.   15 ( 1 ), 010127 ( 2019 ). 10.1103/PhysRevPhysEducRes.15.010127 Madsen , A.   et al. , Am. J. Phys.   85 ( 4 ), 245 – 264 ( 2017 ). 10.1119/1.4977416 Meltzer , D. E. , paper presented at the 2015...

... of civilians (not to mention the parallel wars normalized by the Western media, and very little is known about people being massacred in different places on the planet). Once again, the world is experiencing an explicit and politically articulated moment of grand proportions, but with disastrous results, which...

... that represented an abstract intellect due to the liberal arts that made up the quadrivium. Experimentation, the fruit of the mechanical arts, had little value inside those places of knowledge. The foundation of the Royal Society in 1660 and the French Academy of Sciences in 1666, taking two...

... , p. 136) blamed textbook writers who abuse history and make revolutions “invisible.” Little has changed in 50 years. One can go on: “force” has been notoriously hard to define ( Sklar, 2013 ): most textbooks today describe force as “the cause of acceleration” (the second law), yet Poincaré stressed...

.../09500693.2013.864428 Lin , L.   et al. , Sci. Educ.   32 ( 1 ), 101 – 121 ( 2023 ). 10.1007/s11191-021-00307-x Little , E. M. , Am. J. Phys.   8 ( 2 ), 129 – 131 ( 1940 ). 10.1119/1.1991538 Majidi , S. and Mäntylä , T. , J. Baltic Sci. Educ.   10 ( 4 ), 15 ( 2011...