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 …

There is growing interest in implementing reform-based lab courses in undergraduate
physics that are student driven rather than instructor driven. In these courses, students …

We present a framework designed to help categorize various sense making moves, allowing
for greater specificity in describing and understanding student reasoning and also in the …

Quantum mechanics is widely recognised as an important and difficult subject, and many
studies have been published focusing on students' conceptual difficulties. However, the …

Compelling evidence, from multiple levels of schooling, suggests that teachers' knowledge
and beliefs about knowledge, knowing, and learning (ie, epistemologies) play a strong role …

Time dependence is of fundamental importance for the description of quantum systems, but
is particularly difficult for students to master. We describe the development and evaluation of …

Students' difficulties in quantum mechanics may be the result of unproductive framing rather
than a fundamental inability to solve the problems or misconceptions about physics content …

Upper-division physics students spend much of their time solving problems. In addition to
their basic skills and background, their epistemic framing can form an important part of their …

Upper-division physics students solve partial differential equations in various contexts in
quantum mechanics courses. Separation of variables is a standard technique to solve these …

Assessments are usually thought of as ways for instructors to get information from students.
In this work, we flip this perspective and explore how assessments communicate information …