OOIR: Observatory of International Research

Papers

(The TQCC of Physical Review Physics Education Research is 6. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-05-01 to 2025-05-01.)

Article	Citations
Recognizing dominant cultures around assessment and educational change in physics programs	97
Do students think that objects have a true definite position?	48
Other spaces for young women’s identity work in physics: Resources accessed through university-adjacent informal physics learning contexts in Sweden	46
Leveraging scientific modeling to engage pre-med undergraduates in physics lab courses	43
Open-inquiry opens doors to intriguing optics experiments at home: A case study	40
Contributing factors to the improvement of conceptual understanding in a computer-based intervention in Newtonian dynamics	40
Metacognition and epistemic cognition in physics are related to physics identity through the mediation of physics self-efficacy	35
Extending curricular analytics to analyze undergraduate physics programs	35
Motivation, demographics, and engagement during COVID-19 in an astrobiology massive open online course	34
Implementation of the photovoice methodology in a project-based upper-division physics course	33
Group dynamics in inquiry-based labs: Gender inequities and the efficacy of partner agreements	32
Student attitudes toward quantum information science and technology in a high school outreach program	32
Improving student understanding of the number of distinct many-particle states for a system of identical particles with a fixed number of available single-particle states	30
Using sequential synthesis problems to investigate novice teachers’ conceptions of hydrodynamics	30
Exploring gender differences in the Force Concept Inventory using a random effects meta-analysis of international studies	28
Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation	27
Teachers’ experiences with taking an open-ended approach in teaching labs in high school physics classes	27
Editorial: Call for Papers for Focused Collection of Physical Review Physics Education Research : Investigating and Improving Quantum Education through Research	26
Second quantum revolution: The progressive design of an approach to value its cultural and conceptual scope	26
Development of a global landscape of undergraduate physics laboratory courses	25
Distinguishing between students’ conceptual understanding and reasoning approaches: An application of dual-process theories	25
Problem solving in basic physics: Effective self-explanations based on four elements with support from retrieval practice	22
Comparison of men and women’s motivation of choosing physics teaching or nonteaching trajectory	21
Collaborative physics teachers: Enhancing the use of the laboratory through action research in a community of learners	21
Defining and assessing understandings of evidence with the assessment rubric for physics inquiry: Towards integration of argumentation and inquiry	20

Impact of inquiry-based teaching and group composition on students’ understanding of the nature of science in college physics laboratory	19
Do female and male students’ physics motivational beliefs change in a two-semester introductory physics course sequence?	19
Development and validation of the Conceptual Survey on Wave Optics	18
Reply to “Comment on ‘Examining the effect of counternarratives about physics on women’s physics career intentions’ ”	18
Characterizing decision-making opportunities in undergraduate physics coursework	18
Exploratory analysis of students’ open-ended responses describing their perception of course inclusivity in an introductory physics course	18
Guiding principles for change in undergraduate education: An analysis of a departmental team’s change effort	18
Gaze patterns enhance response prediction: More than correct or incorrect	17
Modeling when and how physics Ph.D. students search for a research group: The role of interests and prior research experiences in timely group integration	17
Characterizations of student, instructor, and textbook discourse related to basis and change of basis in quantum mechanics	17
Central role of personnel in informal physics programming	17
Investigative study on preprint journal club as an effective method of teaching latest knowledge in astronomy	17
Using drawing to study student research experiences	16
Towards mapping the landscape of informal physics educational activities	16
Mandatory retrieval test to incentivize retrieval practice of physics principles	15
Investigating the efficacy of attending to reflexive cognitive processes in the context of Newton’s second law	15
Designing e-learning courses for classroom and distance learning in physics: The role of learning tasks	15
Effect of representation format on conceptual question performance and eye-tracking measures	15
Investigating the impact of problem properties on introductory and advanced student responses to introductory thermodynamics conceptual problems	15
Effect of group type on group performance in peer-collaborated two-round physics problem solving	15
Evaluating IBM’s Watson natural language processing artificial intelligence as a short-answer categorization tool for physics education research	15
Investigating graduate student reasoning on a conceptual entropy questionnaire	14
Detecting preservice teachers’ visual attention under prediction and nonprediction conditions with eye-tracking technology	14
Development and validation of a conceptual multiple-choice survey instrument to assess student understanding of introductory thermodynamics	14
Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry	14
Making context explicit in equation construction and interpretation: Symbolic blending	14
Modern physics courses: Understanding the content taught in the U.S.	14
Development and reliability analysis of a split-administration test of the math epistemic games survey	13
Taking introductory physics in studio, lecture, or online format: What difference does it make in subsequent courses, and for whom?	13
Unveiling the influence of pedagogical content knowledge in questioning on college students’ conceptual learning of introductory physics	13
Motivation and needs of informal physics practitioners	13
Assessment of student knowledge integration in learning work and mechanical energy	12
Does the dog in the car have kinetic energy? A multiage case study in the challenges of conceptual change	12
Energy as a source of preservice teachers’ conceptions about radioactivity	12
Students’ context-sensitive use of conceptual resources: A pattern across different styles of question about mechanical waves	11
Applying module analysis to the Brief Electricity and Magnetism Assessment	11
How gender composition and group formation impact the effectiveness of group work in two-stage collaborative exams	11
Concept image framework for derivatives from contour graphs	11
Informal physics programs as communities of practice: How can programs support university students’ identities?	11
Self-efficacy and conceptual knowledge in quantum mechanics during teaching reforms and the COVID-19 pandemic	11
Editorial: Call for Papers Focused Collection of Physical Review Physics Education Research Instructional labs: Improving traditions and new directions	11
Using the Conceptual Survey of Electricity and Magnetism to investigate progression in student understanding from introductory to advanced levels	11
Gender inequity in individual participation within physics and science, technology, engineering, and math courses	11
Analyzing identity trajectories within the physics community	11
Assessment of conceptual understanding in student learning of evaporation	11
Impacts on student learning, confidence, and affect in a remote, large-enrollment, course-based undergraduate research experience in physics	11
Encouraging students to understand the 1D wave equation	11
How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses	10
Longitudinal trends of high school physics students’ perceptions of experience, difficulty, and development in a long-term inquiry framework	10
Enrollment to exams: Perceived stress dynamics among first-year physics students	10

Endorsement of gender stereotypes affects high school students’ science identity	10
LGBT+physicists: Harassment, persistence, and uneven support	10
Transforming the preparation of physics graduate teaching assistants: Curriculum development	9
Effects of male-dominated physics culture on undergraduate women	9
Examining the relationship between informal science experiences and physics identity: Unrealized possibilities	9
Physics Inventory of Quantitative Literacy: A tool for assessing mathematical reasoning in introductory physics	9
Context affects student thinking about sources of uncertainty in classical and quantum mechanics	9
Preliminary development of a simple statistical tool for estimating mental model states from a diagnostic test	9
History of science based dialogues on sound waves: From sound atoms to phonons	9
Hybrid teaching: A tale of two populations	9
Sense of belonging is an important predictor of introductory physics students’ academic performance	9
Role of analogies with classical physics in introductory quantum physics teaching	9
Examination of students’ quantum physics knowledge construction with peers and metacognitive evaluations	9
Cross-disciplinary learning index: A quantitative measure of cross-disciplinary learning about energy	9
Self-efficacy changes and gender effects on self-efficacy in a large-scale robotic telescope focused curriculum	8
Physicality, modeling, and agency in a computational physics class	8
Validation of two test anxiety scales for physics undergraduate courses through confirmatory factor analysis and Rasch analysis	8
Limiting case analysis in an electricity and magnetism course	8
Exploring techniques to improve machine learning’s identification of at-risk students in physics classes	8
Investigating student ability to follow reasoning chains: The role of conceptual understanding	8
Evaluation of a new teaching-learning sequence on the particulate nature of matter using crystal structures	8
Beyond normalized gain: Improved comparison of physics educational outcomes	8
Impact of perceived recognition by physics instructors on women’s self-efficacy and interest	7
Development, evaluation, and gender differences in a novel workshop intervention to narrow the physics gender gap at postcompulsory level	7
Relationship between semiotic representations and student performance in the context of refraction	7
Identifying student conceptual resources for understanding physics: A practical guide for researchers	7
Implementation and goals of quantum optics experiments in undergraduate instructional labs	7
Seeing quantum effects in experiments	7
Enhancing peer instruction in physics: Understanding cognitive processes and refining rules	7
Using a research-based assessment instrument to explore undergraduate students’ proficiencies around measurement uncertainty in physics lab contexts	7
Factors related to girls’ choice of physics for university entrance exams in Japan	7
Performance of ChatGPT on the test of understanding graphs in kinematics	7
Educational data augmentation in physics education research using ChatGPT	7
Network analysis of graduate program support structures through experiences of various demographic groups	7
Increased learning in a college physics course with timely use of short multimedia summaries	7
Investigating peer recognition across an introductory physics sequence: Do first impressions last?	6
Not feeling recognized as a physics person by instructors and teaching assistants is correlated with female students’ lower grades	6
Quantum mechanics curriculum in the U.S.: Quantifying the instructional time, content taught, and paradigms used	6
Incorporating explicit discussions on the duality of reasoning into physics instruction	6
Working together or alone, near, or far: Social connections and communities of practice in in-person and remote physics laboratories	6
Recognition and conversion of electric field representations: The case of electric field lines	6
Assessment of expert decisions in graduate quantum mechanics	6
Reinforcing mindware or supporting cognitive reflection: Testing two strategies for addressing a persistent learning challenge in the context of air resistance	6
Transitioning to online instruction: Strong ties and anxiety	6
What decisions do experts make when doing back-of-the-envelope calculations?	6
Predicting community college astronomy performance through logistic regression	6
Could an artificial-intelligence agent pass an introductory physics course?	6
Professional contexts of physics instructional labs: More than technical support	6
Undergraduate physics students’ experiences: Exploring the impact of underrepresented identities and intersectionality	6
Improving student understanding of fermionic and bosonic wave function	6
Impact of more realistic and earlier practice exams on student metacognition, study behaviors, and exam performance	6
Restructuring physics labs to cultivate sense of student agency	6
Who and what gets recognized in peer recognition	6
Investigating and improving student understanding of the basics of quantum computing	6
How to evaluate students’ decisions in a data comparison problem: Correct decision for the wrong reasons?	6
Using expectancy-value theory to understand the teaching motivations of women physics lecturers	6