What does it mean to think like a physicist? Insights from physics graduate students

TL;DR

This study explores how physics graduate students define thinking like a physicist and examines how coursework and research experiences influence this development.

Contribution

It provides insights into how graduate physics education impacts students' development of physicist thinking and suggests areas for curriculum improvement.

Findings

Core courses focus on mathematical techniques over conceptual understanding.

Elective courses and research better foster conceptual and identity development.

Graduate experiences can either support or hinder thinking like a physicist.

Abstract

Learning to think like a physicist (LTP) is often cited as a central goal of graduate physics education, yet what this means in practice and the extent to which physics graduate education prepares students to develop LTP and view LTP as valuable to their research and teaching remain unclear. This interview-based study, conducted with seven physics graduate students at one US public research university, explores how students define thinking like a physicist and how their coursework and research experiences correlate with this development. Students emphasized that physics uniquely requires integrating physical and mathematical concepts in ways that go beyond other science disciplines. Our findings show that physics core courses, particularly electricity and magnetism, frequently emphasize mathematical techniques and content coverage at a rapid pace at the expense of deeper conceptual engagement and development of LTP. In contrast, physics elective courses and research experiences were more synergistic with and effective in fostering conceptual understanding, problem-solving skills, and identity development as physicists. Because graduate students simultaneously take core courses, conduct research and teach introductory physics, their perspectives on LTP are particularly valuable in how physics departments may consider transforming their preparation. Their voices highlight how this transformative stage of training can either support or hinder the development of physicist thinking.