Accepted Papers

Learning vector field concepts with multiple representations in introductory physics - Robustness of effects across instructional contexts

Larissa Hahn, Alexander Voigt, and Pascal Klein

Accepted 14 October, 2026

Inhibitory control and attentional allocation in overcoming position-velocity indiscrimination misconception in position-time graph representation

Qiawu Lin, Jiabei Lin, Wenting Hong, Jianwen Xiong, Kaiqing Luo, Lei Bao, Keke Yu, and Yang Xiao

Accepted 13 October, 2026

Challenges in using online assessments to measure student understanding in the era of generative AI

David P. Smith, Paula R. L. Heron, and Peter S. Shaffer

Accepted 13 October, 2026

Design and initial evaluation of a photovoltaics-focused course-based undergraduate research experience in physics

Rachael L. Merritt and H. J. Lewandowski

Accepted 6 October, 2026

Contextual sensitivity of inhibitory control in physics conceptual change: Evidence from a negative priming study

Rui Dai, Benjie Wang, Jinrui Zhang, Chen Wu, Haibo Yu, and Yang Xiao

Accepted 6 October, 2026

Development of a physical-digital learning environment for rotational motion transmission in engineering education

Nicolas Amado-Moranchel, Claudia Hernandez-Mena, Gibran Sayeg-Sanchez, and Isaac Juarez-Acosta

Accepted 6 October, 2026

Does presentation matter? Examining show-work presentation quality and student performance in introductory physics

Heather Mei, Qiaoyi Liu, Kentaro Fujita, and Andrew F. Heckler

Accepted 5 October, 2026

Testing the validity of embedding-based similarity and clustering for handwritten physics solutions

Maike Tauschhuber and Gerd Kortemeyer

Accepted 1 October, 2026

Trajectories into careers in the quantum industry: Beyond knowledge and skills

Shams El-Adawy, A. R. Piña, Benjamin M. Zwickl, and H. J. Lewandowski

Accepted 1 October, 2026

Should quantum physics be approached with mathematical formalism in school? Effects of instructional approach on functional understanding under cognitive and affective controls

Fabian Hennig, Kristóf Tóth, Joaquin Veith, Malte Ubben, and Philipp Bitzenbauer

Accepted 29 September, 2026

Modeling high school students’ acceptance of GenAI for physics learning via an extended technology acceptance model: Disciplinary beliefs as a distal antecedent

Jingbin Xue, Wangyi Xu, Yuyang Qi, and Dechao Lu

Accepted 23 September, 2026

Measuring student understanding in quantum computing: Development and validation of the quantum computing conceptual survey

Josephine C. Meyer, Molly Griston, Gina Passante, Steven J. Pollock, and Bethany R. Wilcox

Accepted 22 September, 2026

Chunking of physics formulas: An exploratory study using handwriting recording

Josefine Neuhaus, Pascal Klein, and Andreas Müller

Accepted 22 September, 2026

Missing data on physics exams: Demographic patterns, course-level predictions, and implications for equity

Cassandra Paul, David J. Webb, and Mary Kate Chessey

Accepted 22 September, 2026

Sensemaking tasks with limiting case analysis: A dose-effect relationship in undergraduate physics education

Julia Hofmann, Pascal Klein, Andreas Müller, and Josefine Neuhaus

Accepted 21 September, 2026

From mathematical structure to physical discovery: A curriculum-grounded characterization

Tom Reshef-Israeli and Dan Klein

Accepted 9 September, 2026

Investigative analysis tool for physics textbook representations: The force diagram case study

Alessandro Pietro Ventura, Francesco Longo, Maria Peressi, and Valentina Bologna

Accepted 3 September, 2026

Fostering female students in physics classes: A systematic literature review

Christin Bartholomä and Ingo Wagner

Accepted 28 August, 2026

Faculty orientations shape adoption of AI in research and teaching

T. J. Atherton, I. Descamps, M. Webel, T. R. Holmes, C. L. Vizcarra, N. Sui, and J. J. Foley IV

Accepted 19 August, 2026

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Physical Review Physics Education Research

Accepted Papers

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Learning vector field concepts with multiple representations in introductory physics - Robustness of effects across instructional contexts

Inhibitory control and attentional allocation in overcoming position-velocity indiscrimination misconception in position-time graph representation

Challenges in using online assessments to measure student understanding in the era of generative AI

Design and initial evaluation of a photovoltaics-focused course-based undergraduate research experience in physics

Contextual sensitivity of inhibitory control in physics conceptual change: Evidence from a negative priming study

Development of a physical-digital learning environment for rotational motion transmission in engineering education

Does presentation matter? Examining show-work presentation quality and student performance in introductory physics

Testing the validity of embedding-based similarity and clustering for handwritten physics solutions

Trajectories into careers in the quantum industry: Beyond knowledge and skills

Should quantum physics be approached with mathematical formalism in school? Effects of instructional approach on functional understanding under cognitive and affective controls

Modeling high school students’ acceptance of GenAI for physics learning via an extended technology acceptance model: Disciplinary beliefs as a distal antecedent

Measuring student understanding in quantum computing: Development and validation of the quantum computing conceptual survey

Chunking of physics formulas: An exploratory study using handwriting recording

Missing data on physics exams: Demographic patterns, course-level predictions, and implications for equity

Sensemaking tasks with limiting case analysis: A dose-effect relationship in undergraduate physics education

From mathematical structure to physical discovery: A curriculum-grounded characterization

Investigative analysis tool for physics textbook representations: The force diagram case study

Fostering female students in physics classes: A systematic literature review

Faculty orientations shape adoption of AI in research and teaching

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