119 papers
Physics explores the fundamental rules governing our universe, from the tiniest subatomic particles to the vastness of distant galaxies. This category focuses on educational physics, bridging the gap between complex theoretical concepts and clear, understandable explanations for students and enthusiasts alike. It covers how we teach, learn, and visualize the laws of nature in everyday contexts.
Gist.Science monitors arXiv daily to process every new preprint in this specific field. We transform these raw scientific manuscripts into accessible plain-language overviews alongside detailed technical summaries, ensuring that cutting-edge educational research reaches a wider audience without losing its rigor. Below are the latest papers in physics education research and related studies that have recently appeared on arXiv.
This qualitative study synthesizes expert perspectives from quantum researchers to clarify the current status of NISQ-era machines, project timelines for fault-tolerant and scalable systems, and debunk the feasibility of personal quantum computers, thereby offering educators and policymakers realistic expectations for the field's future development.
This qualitative study synthesizes insights from leading quantum educators to address critical challenges in Quantum Information Science and Technology, specifically offering strategies for managing field hype, fostering interdisciplinary collaboration, and navigating university-industry partnerships to build a sustainable workforce.
This paper employs the APOS theoretical framework to validate a hypothetical learning trajectory for the 2D heat equation by interviewing eight second-year STEM students, revealing that while coordinating and encapsulating the Laplacian process enhances understanding, further refinement is needed for concepts related to temperature distribution, heat flow, and gradients.
This paper describes the development and implementation of individualized computer simulations for student laboratory work on emission atomic spectra, utilizing a spectrograph simulator and Google Apps Scripts to assign unique experimental parameters to each student to foster independent learning.
This paper provides a systematic derivation for graduate students and researchers in nuclear physics, transforming the three-body Schrödinger equation from single-particle coordinates to Jacobi and hyperspherical coordinates while explicitly calculating Jacobian determinants and projecting the resulting Faddeev equations onto a hyperspherical harmonics basis to obtain coupled hyperradial equations.
This phenomenological study utilizes Interpretative Phenomenological Analysis to explore how ten students perceive their learning experiences and self-efficacy in an online Physics course utilizing Project-Based Learning, revealing four key themes that offer insights for educators on accommodating diverse student personalities in digital environments.
This study utilizes behavioural forma mentis networks to demonstrate that while human students semantically frame exams and grades with negative emotions and test anxiety, STEM experts maintain neutral associations and current AI simulations fail to replicate the specific structural overlap between anxiety and exams found in human populations.
This study demonstrates that integrating quantitative reasoning with conceptual instruction in a Quantum Interactive Learning Tutorial (QuILT) significantly improves conceptual understanding for graduate students, while suggesting that the effectiveness of such hybrid approaches for undergraduates depends on their prior knowledge of physics and mathematics.
This paper presents a project-based learning approach for undergraduate students to investigate the spreading of thin viscous fluid films through dimensional analysis, experimentation, and theoretical modeling, enabling them to derive complex solutions with minimal instructor supervision.
This paper investigates how students spontaneously use qualitative reasoning and physical dependencies to reconstruct partially forgotten equations during problem-solving, suggesting that these moments of "coherence-seeking" can serve as valuable targets for physics instruction and assessment.