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(Link) The use of simulations in educational environments is a topic of growing interest, particularly in science education. While much research has been done to understand simulation use in interview settings, less has been done in the

(Link) This study reports the results of the first systematic investigation into Astro 101 students' conceptual and reasoning difficulties with cosmology. We developed four surveys with which we measured students' conceptual knowledge of the

(Link) The under representation and under performance of females in physics has been well documented and has long concerned policy-makers, educators, and the physics community. In this thesis, we focus on gender disparities in the first- and

(Link)  An investigation into student and expert perspectives on the physical interpretation of quantum mechanics, with implications for modern physics instruction. A common learning goal for modern physics instructors is for students to

(Link) While research-based curricula and instructional strategies in introductory physics are becoming more widespread, how these strategies are implemented by educators is less well understood. Understanding classroom implementation of these

(Link) Contextual framing in physics problems has been shown to generally affect student performance on assessments. This study seeks to identify some of the main influences of this effect, and to characterize how contextual framing may vary

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(Link) Educators devote most of their attention to students learning the subject matter of a course. What is less recognized by educators, is that beyond learning the content, students’ attitudes, beliefs, and values change too—sometimes in

(Link) This work reviews the literature on analogy, introduces a new model of analogy, and presents a series of experiments that test and confirm the utility of this model to describe and predict student learning in physics with analogy. Pilot

(Link) Skill with different representations and multiple representations is highly valued in physics, and prior work has shown that novice physics students can struggle with the representations typically used in solving physics problems. There