In recent years, science education researchers have increasingly studied the ways in which
students “make sense” of science. However, although researchers might all agree intuitively …

We analyzed student engagement in physics during a summer course for incoming first-year
students, part of a cohort-based learning community designed for students from …

We use the theory of communities of practice and the concept of accountable disciplinary
knowledge to describe how a learning community develops in the context of an upper …

Many instructional physics labs are shifting to teach experimentation skills, rather than to
demonstrate or confirm canonical physics phenomena. Our previous work found that many …

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

Students' difficulties in quantum mechanics may be the result of unproductive framing and
not a fundamental inability to solve the problems or misconceptions about physics content …

The way high school chemistry curricula are structured has the potential to convey
consequential messages about knowledge and knowing to students and teachers. If a …

In their study of physics beyond the first year of University—termed upper-division in the US,
many of students' primary learning opportunities come from working long, complex back-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 …