328+ open-access research outputs.
This paper describes the design and implementation of a two-day quantum hackathon for underrepresented high school students in Nova Scotia, Canada. The first day of the hackathon is spent introducing โฆ
This article discusses incorrect statements appearing in textbooks on quantum field theory (QFT); some of these mistakes also appear in the research literature. The focus is not on errors made by an iโฆ
Theory and empirical science should be in constant dialogue, but often find it hard to understand one another. Here we describe a graduate-level university course we developed to improve matters. The โฆ
The growth of the Quantum Information Science and Engineering (QISE) industry has increased interest in how undergraduate programs prepare students for careers in this field. Prior research emphasizesโฆ
We describe a magnetically driven torsional oscillator that is well suited for teaching the physics of simple harmonic motion using a collection of hands-on, quantitative experiments. The mechanical Qโฆ
This study applies Computational Grounded Theory (CGT) to analyze student misconceptions using interaction data from an AI-powered chatbot deployed in a university-level Modern Physics course. The chaโฆ
The International Physics Olympiad (IPhO) is the world's most prestigious and renowned physics competition for pre-university students. IPhO problems require complex reasoning based on deep understandโฆ
Understanding how an instructional approach shapes student's cognitive resources and engagement is central to improving undergraduate physics education especially for novice learners. This study examiโฆ
Evidence-based education has become a central concept in science education, with meta-analyses often regarded as the gold standard for informing practice. This emphasis raises critical questions conceโฆ
Project Based Learning (PBL), recognized as an active learning strategy, has been linked to self efficacy of student in prior studies, including those within Physics Education Research. Meanwhile, tecโฆ
We present a ground-up redesign of the undergraduate physics degree at Loughborough University, driven by the principle of authenticity in academic and industrial practice. Departing from conventionalโฆ
Adiabatic invariants are fundamental to plasma physics but are often treated as purely theoretical concepts in undergraduate courses due to the difficulty of experimentally demonstrating them. This paโฆ
Despite the large body of research showing that students in STEM classes at all levels learn better via active learning than they do via lecture, post-secondary physics and astronomy (P&A) faculty memโฆ
We present three versions of a pendulum lab activity to explore how theoretical commitments, motivations, and aspirations reflect in curriculum design. In earlier work, Boudreaux & Elby (2020) discussโฆ
We are at the dawn of the second quantum revolution, where our ability to create and control individual quantum systems is poised to drive transformative advancements in basic science, computation, anโฆ
Creating software dedicated to simulation is essential for teaching and research in Science, Technology, Engineering, and Mathematics (STEM). Physics lecturing can be more effective when digital twinsโฆ
Physics teaching in engineering programmes poses discipline-specific demands that intertwine conceptual modelling, experimental inquiry, and computational analysis. This study examines nine teaching cโฆ
In this investigation, we analyzed individual interviews with six female undergraduate physics majors at a large, public, research university in the US to understand their progression at different traโฆ
The gap between theory and practice is well-documented in educational research. Physics teachers' willingness to apply research findings in practice may be influenced by a sceptical attitude towards sโฆ
Fundamental particle physics is a key part of an undergraduate physics curriculum, but can be challenging to incorporate into teaching laboratories. We present an undergraduate laboratory experiment tโฆ
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