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physics.ed-ph2025
Do evidence-based active-engagement courses reduce the gender gap in introductory physics?
N. I. Karim, A. Maries, C. Singh
Prior research suggests that using evidence-based pedagogies can not only improve learning for all students, it can also reduce the gender gap. We describe the impact of physics ed…
physics.ed-ph2025
Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics
Nafis I Karim, Alexandru Maries, Chandralekha Singh
We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on student performance on validated conceptua…
physics.ed-ph2024
Development and validation of a conceptual multiple-choice survey instrument to assess student understanding of introductory thermodynamics
Mary Jane Brundage, Chandralekha Singh
We discuss the development and validation of the long version of a conceptual multiple-choice survey instrument called the Survey of Thermodynamic Processes and First and Second La…