PRPER 涵盖从小学到研究生教育的所有教育水平。接受实验和理论物理教育研究的所有主题，包括但不限于：教育政策教学策略和材料开发研究方法认识论、态度和信念学习环境科学推理和问题解决多样性和包容性学习理论学生参与教师和教师专业发展

Physical Review Physics Education Research covers all levels of education from elementary to graduate school. It accepts both experimental and theoretical research in physics education on a wide range of topics, including but not limited to: educational policy, teaching strategies and materials development, research methods, epistemology, attitudes and beliefs, learning environments, scientific reasoning and problem solving, diversity and inclusion, learning theories, student engagement, and teacher professional development.

《Physical Review Physics Education Research》涵盖从小学到研究生教育的各个层次。该期刊接受与物理教育相关的实验和理论研究，主题包括但不限于：教育政策、教学策略与材料开发、研究方法、认识论、态度与信念、学习环境、科学推理与问题解决、多样性与包容性、学习理论、学生参与以及教师专业发展。

Physical Review Physics Education Research

Instructor’s feedback plays a critical role in students’ development of conceptual understanding and reasoning skills. However, grading student written responses and providing personalized feedback can take a substantial amount of time, especially in large enrollment courses. In this study, we explore using GPT-3.5 to write feedback on students’ written responses to conceptual questions with prompt engineering and few-shot learning techniques. In stage I, we used a small portion (<a:math xmlns:a="http://www.w3.org/1998/Math/MathML" display="inline"><a:mrow><a:mi>n</a:mi><a:mo>=</a:mo><a:mn>2</a:mn><a:mn>0</a:mn></a:mrow></a:math>) of the student responses on one conceptual question to iteratively train GPT to generate feedback. Four of the responses paired with human-written feedback were included in the prompt as examples for GPT. We tasked GPT to generate feedback for another 16 responses and refined the prompt through several iterations. In stage II, we gave four student researchers (one graduate and three undergraduate researchers) the 16 responses as well as two versions of feedback, one written by the authors and the other by GPT. Students were asked to rate the correctness and usefulness of each feedback and to indicate which one was generated by GPT. The results showed that students tended to rate the feedback by human and GPT equally on correctness, but they all rated the feedback by GPT as more useful. Additionally, the success rates of identifying GPT’s feedback were low, ranging from 0.1 to 0.6. In stage III, we tasked GPT to generate feedback for the rest of the students’ responses (<c:math xmlns:c="http://www.w3.org/1998/Math/MathML" display="inline"><c:mrow><c:mi>n</c:mi><c:mo>=</c:mo><c:mn>6</c:mn><c:mn>5</c:mn></c:mrow></c:math>). The feedback messages were rated by four instructors based on the extent of modification needed if they were to give the feedback to students. All four instructors rated approximately 70% (ranging from 68% to 78%) of the feedback statements needing only minor or no modification. This study demonstrated the feasibility of using generative artificial intelligence (AI) as an assistant to generate feedback for student written responses with only a relatively small number of examples in the prompt. An AI assistant can be one of the solutions to substantially reduce time spent on grading student written responses. Published by the American Physical Society 2024

Tong Wan

Zhongzhou Chen

Exploring generative AI assisted feedback writing for students’ written responses to a physics conceptual question with prompt engineering and few-shot learning

探索生成式AI辅助反馈编写：通过提示工程和少样本学习对学生物理概念问题书面回答的反馈

Collaboration among students is fundamental for knowledge building and competency development. Yet, the effectiveness of student collaboration depends on the extent that these interactions occur under conditions that favor commitment, trust, and decision-making among those who interact. The sanitary situation and the transition to emergency remote teaching have added new challenges for collaboration, mainly because now, Information and Communication Technologies mediate students' interactions. This study first explores the effectiveness of different collaborative relationships on physics from a sample of secondary students from two schools located in rural and urban areas in southern Chile. We used Social Network Analysis to map students' academic prestige, collaboration, and friendship ties. We define a strong association if two students are declared mutually as friends. Using multiple linear regression models, we found positive effects of collaboration on grades, particularly among students working with friends (strong ties). Then, the second study corresponds to a quasi-experiment on four classes at the analyzed urban school during the following academic year. Here, students attended hybrid sessions to test whether the effects of collaboration found on the first study were stable throughout two semesters. Following the same procedures as in the exploratory phase, we found that the initial effects of collaboration on grades are negative for all collaborative variables, while strong working ties afford academic gains later into the year. These results contribute to the literature of collaboration in physics education and its effectiveness, taking into account social relationships and the needed time for developing beneficial collective processes among students in the classroom.

Javier Pulgar

Diego Ramírez

Abigail Umanzor

Cristian Candia

Iván Sánchez

Long-term collaboration with strong friendship ties improves academic performance in remote and hybrid teaching modalities in high school physics

长期合作与深厚友谊关系提升高中物理远程及混合教学模式下的学术表现

In this paper, we present a case study of a pair of students as they use nondisciplinary communicative practices to mechanistically reason about binary star dynamics. To do so, we first review and bring together the theoretical perspectives of social semiotics and embodied cognition, therein developing a new methodological approach for analyzing student interactions during the learning of physics (particularly for those interactions involving students' bodies). Through the use of our new approach, we are able to show how students combine a diverse range of meaning-making resources into complex, enacted analogies, thus forming explanatory models that are grounded in embodied intuition. We reflect on how meaning-making resources—even when not physically persistent—can act as coordinating hubs for other resources as well as how we might further nuance the academic conversation around the role of the body in physics learning.5 MoreReceived 22 January 2019DOI:https://doi.org/10.1103/PhysRevPhysEducRes.15.010134Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasLearning theoryResearch methodologyScientific reasoning & problem solvingTechnologyPhysics Education Research

Elias Euler

Elmer Rådahl

Bor Gregorcic

Embodiment in physics learning: A social-semiotic look

物理学习中的具身性：社会符号学视角

Appealing to students' understanding of gravitational potential energy is more effective for building an understanding of electrostatic potential energy than invoking the potential energy of systems of magnets.

Beth A. Lindsey

Megan L. Nagel

Brandi N. Savani

Leveraging understanding of energy from physics to overcome unproductive intuitions in chemistry

利用物理学对能量的理解克服化学中的无效直觉

Broadly speaking, many physicists value intuition in their work, and many instructors hope their students develop intuition (while possibly being wary of their initial, unrefined intuitions). These considerations are especially relevant in quantum mechanics, a subject many see as counterintuitive because it is removed from classical everyday experience. Do students consider quantum mechanics intuitive, how does this affect their approach to the subject, and what does "intuitive" mean to them? We investigate these questions through a mixed-methods approach within the context of one upper-division quantum mechanics class at an R1 university. We find that most students in this population expect to have little intuition for quantum mechanics, so many consider it more unintuitive than counterintuitive. We also find that students use the word intuitive to refer to a number of distinct ideas. Overall, students have a diverse set of perspectives on intuition and its role in studying quantum mechanics. This study lays groundwork for additional research into students' views on intuition in physics and informs how we can address intuition as educators. Quantum instructors should be aware of their students' perspectives on intuition, and can integrate the different ways students perceive intuition into their lessons.Received 23 August 2022Accepted 12 January 2023Corrected 15 March 2023DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.010109Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasEpistemology, attitudes, & beliefsPhysics Education Research

Giaco Corsiglia

Steven Pollock

Gina Passante

Intuition in quantum mechanics: Student perspectives and expectations

量子力学中的直觉：学生的视角与期望

Undergraduate students on track for medical school are often required to take general physics lab courses. Many of these students carry an attitude of obligation into these courses which can make it challenging for instructors to engage students in course material. We address the question: How does engaging with medically based models in introductory physics labs affect pre-med undergraduate perceptions of the modeling process and their perceptions of science? We redesigned an electricity and magnetism lab in an introductory physics lab course, where approximately 70% of the undergraduates reported plans to attend medical school. We situated the lab in the mechanics of MRI magnetic resonance and collected data on the participants’ experiences through surveys and lab submissions. As a part of the analysis, we modified a rubric to evaluate engagement in modeling and applied grounded coding theory to the survey responses to develop themes of the participants’ understanding of scientific modeling. The participants’ understanding and engagement in scientific modeling increased during the newly developed lab and remained high for subsequent labs. We recommend that instructors of undergraduate nonmajor labs consider the demographic of their student population and design lab experiences situated within their interests and focus on central science practices like modeling. Published by the American Physical Society 2024

Madeline Harmer

Adam Bennion

Alexandra M. Hopps-McDaniel

Jeannette Lawler

Nathan Powers

Leveraging scientific modeling to engage pre-med undergraduates in physics lab courses

利用科学建模吸引医学预科本科生参与物理实验课程

We examine students’ challenges in determining the number of distinct many-particle stationary states for a system of noninteracting identical particles, focusing on how these insights guided the design, validation, and evaluation of a quantum interactive learning tutorial (QuILT) to aid students’ understanding. Specifically, we focus on systems with a fixed number of available single-particle states and particles, where the total energy is not fixed. The QuILT is designed to provide scaffolding support to help students learn these complex concepts more effectively. This study was conducted in advanced quantum mechanics courses, where written questions were administered to students in class following traditional instruction on the relevant concepts. Additionally, individual interviews were conducted with students to gain deeper insights. Our findings reveal that both upper-level undergraduate and graduate students face similar challenges in understanding these concepts. Additionally, difficulty with basic concepts in combinatorics that are necessary to answer the questions correctly was also found. The QuILT offers scaffolding support to help undergraduate and graduate students systematically reason through these concepts. Published by the American Physical Society 2024

Christof Keebaugh

Emily Marshman

Chandralekha Singh

Improving student understanding of the number of distinct many-particle states for a system of identical particles with a fixed number of available single-particle states

提高学生对具有固定单粒子状态数的相同粒子系统中多粒子状态数的理解

The present review intends to show the current state of teaching quantum-related content, to analyze and compare its learning efficiency, and to give a systemized overview of quantum-educational activities in the last years. We focus on teaching and learning elements, their innovative tools, and process-oriented studies that are empirically validated. In terms of content, we mainly concentrate on aspects of modern quantum technology. The final dataset for our analysis and synthesis included 50 studies published since 2017 and until the follow-up survey in February 2024. We have found that most of the teaching strategies described and investigated are in the field of quantum mechanics and are designed to provide an introduction to the rather broad and differentiated topic of quantum science. Studies specifically addressing mathematical concepts can exclusively be found for the target group of university students. Visualizing ideas or innovative social interventions to improve quantum learning is mainly found in schools while only a few approaches for further education show validated results. Tools most often examined in the studies reported were of digital nature, though some experiment-focused learning environments were also evaluated. Published by the American Physical Society 2024

Anna Donhauser

Philipp Bitzenbauer

Linda Qerimi

Stefan Heusler

Stefan Küchemann

Jochen Kuhn

Malte S. Ubben

Empirical insights into the effects of research-based teaching strategies in quantum education

基于研究的教学策略在量子教育中的效果实证研究

Faculty members play a crucial role as change agents in promoting cultural transformation within academic environments and empathy, a fundamental component of effective teaching, mentoring, and collegiality, is essential for fostering a student-centered and holistic approach. We present a theoretical model for empathy development and navigation in physics faculty as they engage with students and colleagues. Two pathways—cognitive and affective—are connected with previous work and explored. Cognitive empathy, a slower, intellectual process, is mediated through reflective witnessing, whereas affective empathy, a faster, emotional process, builds on shared or adjacent lived experiences. Understanding the nuances associated with the different pathways can inform efforts to increase participation and foster an inclusive environment, which often presumes a meaningful understanding of what best supports individual students. Published by the American Physical Society 2024

Alia Hamdan

Ash Bista

Scott Franklin

Dina Newman

Conceptual framework for understanding empathy in physics faculty

理解物理学教师同理心的概念框架

Evidence from physics education research suggests that the introduction of a formalistic description of quantum phenomena can be beneficial to student learning, particularly in terms of helping students move away from naive realist views of quanta or space-time descriptions of quantum phenomena. However, the mathematical requirements for mastering quantum formalism are typically far beyond the scope of secondary school education. Therefore, in previous research, we have proposed a reduced Dirac notation tailored to the capabilities of secondary school students, which is included in a novel teaching-learning sequence. However, the cognitive processes of students when confronted with an introduction to quantum physics via a reduced Dirac notation have not been thoroughly investigated: In particular, it seems important to investigate whether this approach is actually beneficial to students’ learning and to explore the learning difficulties students are likely to encounter in such a setting. This paper contributes to this research gap by reporting the findings of an acceptance survey: <a:math xmlns:a="http://www.w3.org/1998/Math/MathML" display="inline"><a:mi>N</a:mi><a:mo>=</a:mo><a:mn>14</a:mn></a:math> learners participated in one-on-one interviews following a protocol consisting of four cyclical phases (information phase, acceptance evaluation, paraphrasing phase, and application phase). The findings of our study indicate that the instructional elements within our new teaching-learning sequence were generally well accepted by students but also revealed learning difficulties that students may encounter. Thus, on the one hand, the findings of this study pave the way for future research on students’ learning of quantum physics using Dirac notation. On the other hand, the in-depth findings reported here may guide teachers in designing learning environments that introduce Dirac notation at the upper secondary school and introductory university levels. Published by the American Physical Society 2024

Fabian Hennig

Kristóf Tóth

Joaquin Veith

Introducing quantum physics concepts and Dirac notation at the secondary school level: Insights into student reasoning from an acceptance survey

在中学阶段引入量子物理概念和狄拉克符号：基于接受度调查的学生推理洞察

Abbreviation	Phys. Rev. Phys. Educ. Res.
Journal Impact	2.66
Quartiles(Global)	EDUCATION, SCIENTIFIC DISCIPLINES(Q1)

ISSN	2469-9896
h-index	42

Publication Information	Publisher: American Physical Society，Publishing cycle: ，Journal Type: journal，Open Access Journals: Yes
Basic data	Year of publication: 2016，Proportion of original research papers: 97.94%，Self Citation Rate:46.20%， Gold OA Rate: 98.76%
Journal Fees	$2205Details
Average review cycle	网友分享经验：32 Weeks

Physical Review Physics Education Research

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