| Female students with A's have similar physics self-efficacy as male students with C's in introductory courses: A cause for alarm ? |
17 |
| Sexual harassment reported by undergraduate female physicists |
16 |
| Critical look at physics identity: An operationalized framework for examining race and physics identity |
13 |
| Comparison of normalized gain and Cohen's d for analyzing gains on concept inventories |
10 |
| Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way |
10 |
| Gendered patterns in the construction of physics identity from motivational factors |
8 |
| Student understanding of graph slope and area under a graph: A comparison of physics and nonphysics students |
8 |
| Demographic gaps or preparation gaps?: The large impact of incoming preparation on performance of students in introductory physics |
7 |
| Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment |
7 |
| Modernizing use of regression models in physics education research: A review of hierarchical linear modeling |
7 |
| Gender fairness within the Force Concept Inventory |
7 |
| Characterizing lab instructors' self-reported learning goals to inform development of an experimental modeling skills assessment |
6 |
| Is agreeing with a gender stereotype correlated with the performance of female students in introductory physics? |
6 |
| Impact of traditional or evidence-based active-engagement instruction on introductory female and male students' attitudes and approaches to physics problem solving |
6 |
| Student understanding of graph slope and area under a curve: A replication study comparing first-year physics and economics students |
6 |
| Multidimensional item response theory and the Force Concept Inventory |
6 |
| Quantifying critical thinking: Development and validation of the physics lab inventory of critical thinking |
6 |
| Understanding the relationship between student attitudes and student learning |
5 |
| Instruction-based clinical eye-tracking study on the visual interpretation of divergence: How do students look at vector field plots? |
5 |
| Examining students' views about validity of experiments: From introductory to Ph.D. students |
5 |
| Spatial thinking in astronomy education research |
5 |
| Probing student reasoning approaches through the lens of dual-process theories: A case study in buoyancy |
5 |
| Linking engagement and performance: The social network analysis perspective |
5 |
| Analysis of secondary school quantum physics curricula of 15 different countries: Different perspectives on a challenging topic |
5 |
| Promoting high school students' physics identity through explicit and implicit recognition |
4 |
| Validation and administration of a conceptual survey on the formalism and postulates of quantum mechanics |
4 |
| Assessment of student understanding on light interference |
4 |
| Impact of out-of-class science and engineering activities on physics identity and career intentions |
4 |
| Life science students' attitudes, interest, and performance in introductory physics for life sciences: An exploratory study |
4 |
| Sources of student engagement in Introductory Physics for Life Sciences |
4 |
| Students' flexible use of ontologies and the value of tentative reasoning: Examples of conceptual understanding in three canonical topics of quantum mechanics |
4 |
| Exploring the structure of misconceptions in the Force Concept Inventory with modified module analysis |
4 |
| Enhancing student visual understanding of the time evolution of quantum systems |
4 |
| Rasch analysis in physics education research: Why measurement matters |
4 |
| Visual cues improve students' understanding of divergence and curl: Evidence from eye movements during reading and problem solving |
4 |
| Correlation between student collaboration network centrality and academic performance |
4 |
| Item response theory evaluation of the Light and Spectroscopy Concept Inventory national data set |
4 |
| Using machine learning to predict physics course outcomes |
4 |
| 9th grade students' understanding and strategies when solving x(t) problems in 1D kinematics and y(x) problems in mathematics |
4 |
| Disciplinary discernment: Reading the sky in astronomy education |
4 |
| Confirmatory factor analysis applied to the Force Concept Inventory |
4 |
| Networks identify productive forum discussions |
4 |
| Designing for institutional transformation: Six principles for department-level interventions |
4 |
| Graduate student misunderstandings of wave functions in an asymmetric well |
3 |
| Gender differences in self-efficacy states in high school physics |
3 |
| Multidimensional item response theory and the force and motion conceptual evaluation |
3 |
| General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction |
3 |
| Modeling student pathways in a physics bachelor's degree program |
3 |
| Content-specific pedagogical knowledge, practices, and beliefs underlying the design of physics lessons: A case study |
3 |
| Prevalence and nature of computational instruction in undergraduate physics programs across the United States |
3 |
