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Common research tasks ask students to identify a correct answer and justify their answer choice. We propose expanding the array of research tasks to access different knowledge that students might have. By asking students to discuss answers they may not have chosen naturally, we can investigate students abilities to explain something that is already established or to disprove an incorrect response. The results of these research tasks also provide us with information about how students responses vary across the different tasks. We discuss three underused question types, their possible benefits and some preliminary results from an electric circuits pretest utilizing these new question types. We find that the answer students most commonly choose as correct is the same choice most commonly eliminated as incorrect. Also, students given the correct answer can provide valuable reasoning to explain it, but they do not spontaneously identify it as the correct answer.
We present results of our investigation into student understanding of the physical significance and utility of the Boltzmann factor in several simple models. We identify various justifications, both correct and incorrect, that students use when answe
One goal of physics instruction is to have students learn to make physical meaning of specific mathematical ideas, concepts, and procedures in different physical settings. As part of research investigating student learning in statistical physics, we
Knowledge of quantum mechanical systems is becoming more important for many science and engineering students who are looking to join the emerging quantum workforce. To better prepare a wide range of students for these careers, we must seek to develop
This study investigates how an urban, high school physics class responded to the inclusion of a classroom set of iPads and associated applications, such as screencasting. The participatory roles of students and the expressions of their relationships
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