arXiv subjects

Jaya Shivangani Kashyap

Publications and source records attributed to Jaya Shivangani Kashyap.

8 recordsLinked to original sources

arXiv2026

The Gendered Cost of Lower Grades: Women's Physics Perceived Recognition and Identity Suffer Disproportionately If They Earn Less Than A Grade

Perceptions of disciplinary recognition and identity can be shaped by various forms of feedback and experiences. Here we focus on the potential effects of course grades on the perceievd recognition and physics identity of students. We analyze patterns in changes in physics identity and perceived recognition from pre course to post course across three cohorts of university students enrolled in calculus-based Physics 1 (N=1,681). Students not receiving A grade, on average, showed declines in physics identity and perceived recognition. Even a B grade resulted in declines, and the declines were nonlinear across lower grades. Changes in perceived recognition fully mediated the changes in identity. Importantly, women showed significantly larger declines in identity and perceived recognition, compared to men, if they got less than A grade. The gender moderation was specifically localized to changes in perceived recognition, with no further gender effects on identity beyond the cascading effects on perceived recognition.

physics.ed-ph↗

arXiv2026

Instructor Framing and Incentives Shape Physics Students' Engagement and Learning Gains from an Inquiry-Based Electrostatics Tutorial on the Method of Images

The method of images (MoI) is a valuable technique for solving certain electrostatic boundary value problems consisting of charge density near conductor(s). We developed and validated an inquiry-based tutorial on MoI to help students learn to identify the problems related to the concept. We implemented the inquiry-based tutorial accompanied by pretest and posttest, across three instructors' classes to evaluate student learning. We also conducted think-aloud interviews with advanced physics students, which helped us gain insights into their problem-solving strategies, evaluate their understanding developed through the tutorial and make necessary refinements to the MoI tutorial. The study identified common student difficulties, which were subsequently integrated into the inquiry-based tutorial as a guide to provide support to students. We found that advanced students have common difficulties related to physics concepts similar to those found in introductory physics courses. The performance difference in the pretest administered after lecture-based instruction and the posttest administered after working through the tutorial reflects students' ability to apply what they learned from the inquiry-based tutorial compared to traditional lecture. Another important and unanticipated finding reveals how instructor's framing about inquiry-based instructional tasks can have a significant impact on student motivation, engagement, and performance. Overall, this iterative multi-year design-based comparative research with mixed-method triangulation provides valuable insights on the challenges involved in such studies that educators and researchers alike can greatly benefit from.

physics.ed-ph↗

arXiv2026

Student sensemaking on electrostatics problems involving the method of images through the lens of epistemic game framework

Understanding the mechanisms of student sensemaking while navigating the physics problem-solving process can play an important role in developing approaches to helping students become proficient problem solvers. Since most prior studies on student sensemaking in physics have focused on introductory physics, this study sheds light on a relatively unexplored research area involving the sensemaking of advanced physics students. We conducted individual interviews with graduate students to investigate their sensemaking while solving upper-level undergraduate electrostatics problems in the context of the method of images. Analysis through the lens of the epistemic game framework proposed by Tuminaro and Redish shows that the central part of student sensemaking can be mapped on to the Pictorial Analysis game with other epistemic games also playing a role, but the ontological components of some games require refinement. The study involves an in-depth comparison of sensemaking on related but distinct problems for individual graduate students and comparison between multiple students solving the same problems. It provides insights into how graduate students transfer and translate strategies between different problems while sensemaking. Graduate students showed persistence in activating different knowledge resources and consistent use of reasoning primitives across different problems sensemaking. The study investigated the impact of small nudging and scaffolding that resulted in significant improvements in the problem-solving approaches of graduate students. Another novel finding is that problem-solving approaches of graduate students significantly improved with successive attempts and multiple drawings for the same problem and across problems.

physics.ed-ph↗

arXiv2025

Investigating High School and Pre-High School Teachers' Perceptions and Experiences Introducing Quantum Concepts: A Survey of QuanTime and other Quantum-related Activities

This study investigates the experiences of pre-high and high school teachers in implementing QuanTime and other quantum-related activities aiming to promote quantum literacy and introduce foundational quantum concepts to K-12 students. The ultimate goal is to help prepare a diverse future workforce in quantum information science and technology (QIST). Teachers were divided into two groups: pre-high school (grades 4-8) and high school (grades 9-12). We used a survey featuring 12 Likert-scale questions and 14 open-ended responses to assess teachers' perceptions, engagement, and feedback about engaging in QuanTime and other quantum-related activities. Approximately two-thirds of the teachers responding to the survey implemented QuanTime activities in their classes. High school teachers who responded to the survey were most likely to use activities like Wave-Particle Duality and Electron Transitions while pre-high school teachers showed a strong interest in Art & Polarization. Open-ended feedback highlighted the ease of integrating these activities into existing curricula and the minimal preparation required, making them accessible for educators. The positive reception across both groups indicates that QuanTime and other quantum-related activities are valuable tools for early-age quantum education. By engaging students with quantum concepts from a young age, these activities have the potential to spark interest, which may contribute to their future engagement over time. It can inspire a diverse group of students and has the potential to get them interested in future opportunities in the growing field of QIST.

physics.ed-ph↗

arXiv2025

When Support Hides Progress: Insights from a Physics Tutorial on Solving Laplace's Equation Using Separation of Variables in Cartesian Coordinates

The electrostatic potential in certain types of boundary value problems can be found by solving Laplace's Equation (LE). To develop students' ability for solving problems that can be solved effectively using Laplace's equation in an upper-level electricity and magnetism course, we developed and validated a tutorial focused on finding electrostatic potential in a Cartesian coordinate system. The tutorial was implemented across three instructors' classes, accompanied by scaffolded pretest and posttest. We also conducted think-aloud interviews with advanced students using both unscaffolded and scaffolded versions of the pretest and posttest. Findings reveal common student difficulties that were included in the tutorial as a guide to help address them. The difference in the performance of students from the pretest to the posttest was similar on the scaffolded version of the tests for all three instructors' classes and interviewed students. Equally importantly, interviewed students demonstrated greater differences in scores from the pretest and posttest on the unscaffolded versions, suggesting that the scaffolded version of the tests may have obscured evidence of actual learning from the tutorial. While a scaffolded test is typically intended to guide students through complex reasoning by breaking a problem into sub-problems and offering structured support, it can limit opportunities to demonstrate independent problem-solving and evidence of learning from the tutorial. Additionally, one instructor's class underperformed relative to others even on the pretest. This instructor had mentioned that the tests and tutorial were not relevant to their current course syllabus and offered a small amount of extra credit for attempting to help education researchers, highlighting how this type of instructor framing of instructional tasks can negatively impact student engagement and performance.

physics.ed-ph↗

arXiv2025

Case study examining graduate student sensemaking using the epistemic game framework for Laplace's equation in upper-level electrostatics

This case study used individual interviews to investigate graduate student sense-making in upper-level electrostatics in the context of problems that can be efficiently solved for the electric potential using Laplace's equation. Although there are many technical mathematical issues involved in solving Laplace's equation, the focus of this research is not on those issues. Instead, the focus is on structural issues such as whether students recognize when solving Laplace's equation would be an effective approach to finding the potential and set up the problems correctly, and whether they can draw the electric field lines and equipotential surfaces in a given situation. Although many prior investigations have shed light on student sensemaking in the introductory physics contexts, very few investigations have focused on graduate student sensemaking while solving advanced physics problems. We present the findings of our research which was conducted through the lens of the epistemic game framework proposed by Tuminaro and Redish. We observe different nested epistemic games played by students.

physics.ed-ph↗

arXiv2025

Strategies educators can use to counter misinformation related to the quantum information revolution

Remarkable advances in quantum information science and technology (QIST) have taken place in recent years. However, they have also been accompanied by widespread misinformation. This paper provides suggestions for how educators can help students at all levels and especially early learners including those at the pre-college and college levels learn key QIST concepts so that they are less likely to be misinformed, e.g., by online unvetted resources. We discuss findings from interviews with five college educators, who are quantum researchers, about their views on countering misinformation in QIST and provide suggestions for how educators can help their students learn QIST concepts so that they do not become misinformed.

physics.ed-ph↗

arXiv2025

Helping introductory physics students connect physics with humanities, art, social sciences, and everyday life

In this article, we reflect upon our positive experiences incorporating or working on extra credit projects in algebra-based introductory physics that asked students to connect physics with humanities, social sciences, and everyday life. We give an example of a student project that reflects their creativity and ingenuity and encourages other instructors to offer similar projects.

physics.ed-ph↗