Message from Division Chair
Physics Education Research (PER) Division provides a forum for the research on pedagogical techniques and strategies that will help students learn physics more effectively and help instructors to implement these techniques. This also includes the best scientific practices like active learning, which will give every student in a class an equal opportunity to learn. For more information on PER, you may also visit this site: https://www.aapt.org/aboutaapt/history/AAPT-History-PER.cfm
We invite you and your colleagues to submit abstracts for oral and poster presentations and eagerly anticipate your participation at the conference.
Important Links
View Presentation Schedule
Conference Timeline
Division Schedule
Please look below for detailed schedule.
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Abstract Number: ANPA2025-N00086 Presenting Author: Chandra P Joshi Co-Authors: nan Presenter's Affiliation: Spartanburg Community College Title: The Failure of Top-Down Governance in U.S. Undergraduate Education: A Case for a Bottom-Up Transformation Location: Virtual Presentation Show/Hide Abstract The current top-down administrative model in U.S. undergraduate education is a fundamentally failed system. It has proven incapable of fulfilling the core mission of higher education: "to ensure that every student is skilled in their chosen field, guaranteed a job aligned with their skills, or successfully transitioned to advanced studies". Based on this author’s direct experience teaching and mentoring undergraduate physics students, it is evident that students and faculty have minimal influence over institutional priorities or success metrics. Decisions are predominantly made by upper-level administrators, with policies handed down with little genuine input from those directly involved in teaching and learning. This has created a rigid structure resistant even to the idea that such student-centered goals are achievable.
Despite this systemic resistance, the author has witnessed firsthand the potential and capability of students—who, when supported properly, can thrive both academically and professionally. The problem is not a lack of talent, but a misalignment of priorities: students are burdened by financial independence from a young age, forced to balance full-time work with full-time study, and left without adequate institutional support.
This presentation advocates for "a bottom-up educational model" in which students are the central focus, faculty are empowered architects of curriculum and implementation, and administration functions as support infrastructure rather than directive authority. The author proposes that colleges must guarantee that every student receives training in their field of passion and is supported to either employment or advanced education.
All aspects of the failed "top-down model" and the promising "bottom-up" alternative will be discussed in detail. The author argues that a complete paradigm shift is not only necessary but entirely achievable—and that such a transformation is vital for unlocking the true educational potential of the nation.
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Abstract Number: ANPA2025-N00090 Presenting Author: Uma Poudyal Co-Authors: Tikaram Neupane Presenter's Affiliation: University of North Carolina at Pembroke Title: Undergraduate Research in Enhancing Physics Education and Skill Development Location: Virtual Presentation Show/Hide Abstract Participation of undergraduate students in research offers numerous advantages in their academic understanding and in their future career in Science. It helps them better understand physics by connecting what they learn in class to real-world problems. It also builds important skills like critical thinking, problem-solving, and clear communication. It allows students to prepare for graduate studies and careers in scientific fields as they get exposure to advanced lab equipment and software tools. Participation in research also enhances students' academic and professional profiles through conference presentations and publications. From a teaching point of view, early research experience also helps future educators learn how to teach better and show students what real science looks like. Overall, undergraduate research makes learning physics more meaningful and helps train the next generation of scientists, innovators, and teachers. Over the past few years, we’ve guided several undergraduate students through physics research projects. In this presentation, we will share some of the Physics research projects accomplished by undergraduate physics students at UNC-Pembroke.
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Abstract Number: ANPA2025-N00091 Presenting Author: Sujata Bhandari Co-Authors: nan Presenter's Affiliation: Amrit Science Campus Title: The Impact of Curriculum Reform on High School Physics Education in Nepal: Changes in Student Understanding and Assessment Practices Location: Virtual Presentation Show/Hide Abstract The 2076 B.S curriculum reform in Nepal’s high school education system sought to modernize pedagogy and improve learning outcomes, particularly in physics. This study examines the reform’s effects on student understanding of physics concepts and shifts in assessment practices across Nepalese high schools. Employing a mixed-methods design, data were gathered from 5 schools in varied regions, incorporating pre- and post-reform student performance metrics, teacher surveys, and classroom observations. Quantitative analysis showed a notable rise in average assessment scores post-reform. Qualitative data highlighted a transition to inquiry-based learning and formative assessments, which were scarce in the prior curriculum. Nonetheless, persistent barriers—including limited understanding of basics and insufficient teacher training—were evident. The findings indicate that while the reform has advanced physics education in Nepal, its success is curtailed by training deficiencies and lack of student feedback. This research enriches the dialogue on curriculum reform in Physics subject in Nepal.
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Abstract Number: ANPA2025-N00092 Presenting Author: Umesh Silwal Co-Authors: Rudra Kafle , Ramesh Dhungana Presenter's Affiliation: University of North Carolina at Charlotte Title: Generative AI: Challenges and Benefits for Teaching and Learning Practices Location: Virtual Presentation Show/Hide Abstract Recent advancements in Artificial Intelligence, particularly in Generative AI, have brought both transformative opportunities and significant challenges to modern education. This talk will briefly summarize the available AI tools and explore how they can be effectively integrated into classroom instruction. We will also discuss ethical considerations and address key challenges, especially in assessing students' learning in both online and in-person settings.
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Abstract Number: ANPA2025-N00087 Presenting Author: Rajan Ghimire Co-Authors: nan Presenter's Affiliation: Aadikavi Bhanubhakta Campus, Nepal Title: Understanding Students’ Views on Science Education Throughout Pandemics Location: Virtual Presentation Show/Hide Abstract One of the latest pandemic that the world faced was COVID-19. This study explores the experiences of science students who faced the COVID-19 pandemic which was accidentally spread in Nepal as well as in the world. Many academic institutions those were persistent to keep their traditional pedagogical approach were also forced to change their teaching methods. This paper aims to explore the experiences and perceptions of science education students on this global issue, particularly in the science teaching and learning process. After a few months, the government or the university issued notification to conduct classes. But the study found that many teachers and students face challenges in conducting online classes without preparing for online learning and qualitative technology. As a qualitative research approach, in-depth interviews with students were taken for data collection.
The study has also shown that the covid-19 epidemic has not only created problems but also revolutionized the educational system and forced fundamental changes in the teaching and learning process. Education is a key component of sustainable development. In its process, policy, innovation and technological development are necessary to keep it running smoothly against any obstacles. The contribution of this study is to raise awareness of the management of connectivity, tools and platforms for online education to be in a prepared state in any crisis. In the paper, I will present the students perspectives on learning science education during pandemic for sustainable learning. Student’s challenges and opportunities of learning will also be explained in the paper.
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Abstract Number: ANPA2025-N00085 Presenting Author: Umesh Silwal Co-Authors: Richard A. Dudley and Farida Mohiuddin-Jacobs Presenter's Affiliation: University of North Carolina at Charlotte Title: Transforming Online Physics Lab Courses into Hands-On At-Home (HOAH) Labs Location: In-Person Presentation, Fairmont Show/Hide Abstract We have developed a Hands-On At-Home (HOAH) Lab for introductory physics courses, enabling students to perform real experiments at home using specially designed lab kits. Most online lab courses, which rely on simulations, limit hands-on learning and are often not accepted by professional programs such as medical schools. Our HOAH Lab significantly reduced the simulation component and offers fully practical, lab-based experience beyond the traditional lab room. This approach maintains academic rigor while addressing high enrollment in the in-person labs and offering greater flexibility for working students and commuters who face challenges attending long weekday lab sessions. The HOAH Lab incurs no additional cost for students, as the lab kit price is roughly equivalent to the traditional lab book. In-person students are required to purchase a lab book, while electronic copies of the at-home lab exercises are freely accessible for these participants. This talk will present how our HOAH Lab can foster accessibility, engagement, and improve the overall learning experience for our introductory-level undergraduate students.
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Abstract Number: ANPA2025-N00088 Presenting Author: Shruti Shrestha Co-Authors: nan Presenter's Affiliation: Penn State Brandywine Title: Fostering Inclusiveness in Physics for Undergraduate Women Location: In-Person Presentation, Fairmont Show/Hide Abstract Abstract: Despite the notable increase in the percentage of Bachelor's degrees awarded to women in STEM fields in the United States—from 17% in 1966 to 41% in 2021, as reported by the American Physical Society, the rate of growth of women in physics remains low. This trend is also observed in Nepal.
Studies on diversity, equity, and inclusion in physics learning environments reveal significant gender disparities in introductory physics and mathematics courses. Such disparities adversely affect young women's decisions to pursue degrees in physics.
To address this gap, physics education should incorporate instructional practices proven effective in other STEM fields. These include practices like active learning and inclusive strategies, collaborative learning, peer instruction, and formative assessments.
These methods support historically marginalized students and contribute positively to the learning experience in physics education. This presentation will provide a detailed analysis of these strategies and their practical applications for an inclusive future in physics.
These methods support historically marginalized students and contribute positively to the learning experience in physics education.
Keywords: Inclusion, Instructional Strategies, Women, Minority Groups
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Abstract Number: ANPA2025-N00089 Presenting Author: Rudra Kafle Co-Authors: nan Presenter's Affiliation: Worcester Polytechnic Institute Title: Technology-Assisted Grading of Written Assignments in Large Classes Location: In-Person Presentation, Fairmont Show/Hide Abstract High-quality instruction involves actively engaging students through effective pedagogy, regularly assessing their learning, and providing timely feedback on their work. One common method of assessment is through assignments and exams. However, in large-enrollment classes, grading and delivering feedback can be time-consuming and labor-intensive. Today, a variety of educational technology tools are available to streamline this process and enhance its efficiency. In this presentation, I will share my recent experience using Gradescope to grade exams in large-enrollment courses.
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