Apekshya Ghimire Dissertation Defense

Thesis Title: Investigating and Improving Physics Learning via Student Collaboration and Integration of Conceptual and Quantitative Problem Solving Abstract: This dissertation investigates how collaboration, reflection and inclusive practices may enhance conceptual understanding, identity development and equity in physics education. The first line of research examines how peer collaboration supports conceptual learning in graduate-level physics. Using Conceptual Survey of Electricity and Magnetism (CSEM) and Magnetism Conceptual Survey (MCS), I compared individual and group performances to understand the mechanisms of learning through discussion. Peer interaction enhanced conceptual learning through construction, in which one student knows the correct answer and guides a peer and co-construction where no group member initially knows the answer but the group collectively reasons to the correct solution. Construction accounted for most improvements, while co-construction may have promoted deeper reasoning, showing that peer discussion alone can drive meaningful learning without instructor facilitation. Subsequent surveys and interviews examined how peer collaboration shapes the conceptual and pedagogical development of graduate teaching assistants. Extending this work to undergraduate physics courses, I examined data from both algebra and calculus-based classes before and during COVID-19 pandemic. Students who collaborated, especially online, achieved higher grades and reported stronger peer influence on self-efficacy compared to those who worked alone, while prior preparation and self-efficacy continued to be strong predictors of academic performance. A third line of research explores how physics students conceptualize thinking like a physicist. Interviews with graduate students suggests that while core courses emphasized mathematical rigor, elective courses and research experiences may have more effectively supported conceptual understanding and authentic physic