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Traditional methods of reporting changes in student responses have focused on class-wide averages. Such models hide information about the switches in responses by individual students over the course of a semester. We extend unpublished work by Steven Kanim on escalator diagrams which show changes in student responses from correct to incorrect (and vice versa) while representing pre- and post-instruction results on questions. Our extension consists of consistency plots in which we represent three forms of data: method of solution and correctness of solution both before and after instruction. Our data are from an intermediate mechanics class, and come from (nearly) identical midterm and final examination questions.
One way to foster a supportive culture in physics departments is for instructors to provide students with personal attention regarding their academic difficulties. To this end, we have developed the Guided Reflection Form (GRF), an online tool that f
Immersive virtual reality (VR) has enormous potential for education, but classroom resources are limited. Thus, it is important to identify whether and when VR provides sufficient advantages over other modes of learning to justify its deployment. In
We describe a study on the conceptual difficulties faced by college students in understanding hydrodynamics of ideal fluids. This study was based on responses obtained in hundreds of written exams and oral interviews, which were held with first-year
A novel way of picturing the processing of quantum information is described, allowing a direct visualization of teleportation of quantum states and providing a simple and intuitive understanding of this fascinating phenomenon. The discussion is aimed
Model analysis provides a mechanism for representing student learning as measured by standard multiple-choice surveys. The model plot contains information regarding both how likely students in a particular class are to choose the correct answer and h