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PERL Members Publish 16 PERC Papers

We're proud to announce that the PERL Team has contributed to 16 PERC Papers in 2019.

 

Student-identified themes around computation in high school physics

Theodore E. Bott, Daniel P. Weller, Marcos D. Caballero, and Paul W. Irving

2019 Physics Education Research Conference Proceedings, doi:10.1119/perc.2019.pr.Bott

 

How do previous coding experiences influence undergraduate physics students?

Jacqueline N. Bumler, Paul C. Hamerski, Marcos D. Caballero, and Paul W. Irving

2019 Physics Education Research Conference Proceedings, doi:10.1119/perc.2019.pr.Bumler

 

A longitudinal exploration of students’ beliefs about experimental physics

Rachel Henderson, Kelsey Funkhouser, and Marcos D. Caballero

2019 Physics Education Research Conference Proceedings, doi:10.1119/perc.2019.pr.Henderson

 

Differences in the predictive power of pretest scores of students underrepresented in physics

Dona Sachini Hewagallage, John Stewart, and Rachel Henderson

2019 Physics Education Research Conference Proceedings, doi:10.1119/perc.2019.pr.Hewagallage

 

Developing an organizational framework for informal physics programs

2019 Physics Education Research Conference Proceedings, doi:10.1119/perc.2019.pr.Izadi

 

Why it should be ‘and’ not ‘or’: Physics and music

Claire Mullen, Claudia Fracchiolla, Brean Prefontaine, and Kathleen A. Hinko

2019 Physics Education Research Conference Proceedings, doi:10.1119/perc.2019.pr.Mullen

 

Quantifying the linguistic persistence of high and low performers in an online student forum

Carissa Myers, Elizabeth Fox, Adrienne L. Traxler, and Andrew Gavrin

2019 Physics Education Research Conference Proceedings, doi:10.1119/perc.2019.pr.Myers

 

Computational Essays: An Avenue for Scientific Creativity in Physics

Tor Ole B. Odden and Marcos D. Caballero

2019 Physics Education Research Conference Proceedings, doi:10.1119/perc.2019.pr.Odden

 

Scientific Practices in Minimally Working Programs

Dan P. Oleynik and Paul W. Irving

2019 Physics Education Research Conference Proceedings, doi:10.1119/perc.2019.pr.Oleynik

 

Supporting multiple identities in informal spaces: Examining design choice

Brean Prefontaine and Kathleen A. Hinko

2019 Physics Education Research Conference Proceedings, doi:10.1119/perc.2019.pr.Prefontaine

 

Understanding university students’ identity through engagement in informal physics programs

Caleb Rispler, Brean Prefontaine, and Kathleen A. Hinko

2019 Physics Education Research Conference Proceedings, doi:10.1119/perc.2019.pr.Rispler

 

Hidden value: Investigating the physics demonstration as aesthetic experience

Sydney Seese, Megan Halpern, and Kathleen A. Hinko

2019 Physics Education Research Conference Proceedings, doi:10.1119/perc.2019.pr.Seese

 

Teachers' intended learning outcomes around computation in high school physics

Daniel P. Weller, Marcos D. Caballero, and Paul W. Irving

2019 Physics Education Research Conference Proceedings, doi:10.1119/perc.2019.pr.Weller

 

Challenges in study design for characterizing the informal physics landscape

Julia Willison, Dena Izadi, Issac Ward, Kathleen A. Hinko, and Claudia Fracchiolla

2019 Physics Education Research Conference Proceedings, doi:10.1119/perc.2019.pr.Willison

 

Using machine learning to understand physics graduate school admissions

Nicholas T. Young and Marcos D. Caballero

2019 Physics Education Research Conference Proceedings, doi:10.1119/perc.2019.pr.Young

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