Biblio
Found 35 results
“Exploring bias in mechanical engineering students' perceptions of classmates”, PLOS ONE, vol. 14, p. e0212477, 2019.
, “Operationalizing the AAPT Learning Goals for the Lab”, The Physics Teacher, vol. 57, no. 5, pp. 296–299, 2019.
, “Quantifying critical thinking: Development and validation of the physics lab inventory of critical thinking”, Physical Review Physics Education Research, vol. 15, p. 010135, 2019.
, “Tools for Change: Measuring Student Conceptual Understanding Across Undergraduate Biology Programs Using Bio-MAPS Assessments”, Journal of Microbiology & Biology Education, vol. 20, 2019.
, “Assessment of critical thinking in physics labs: concurrent validity”, in Physics Education Research Conference 2018, Washington, D.C., 2018.
, “Confirming what we know: Understanding questionable research practices in intro physics labs”, in Physics Education Research Conference 2018, Washington, D.C., 2018.
, “How and why do high school teachers use PhET interactive simulations?”, in Physics Education Research Conference 2018, Washington, D.C., 2018.
, “Interview Validation of the Physics Lab Inventory of Critical thinking (PLIC)”, in 2017 Physics Education Research Conference Proceedings, Cincinnati, OH, 2018.
, “Introductory physics labs: We can do better”, Physics Today, vol. 71, no. 1, pp. 38–45, 2018.
, “Surprise! Shifting students away from model-verifying frames in physics labs”, in Physics Education Research Conference 2018, Washington, D.C., 2018.
, “Virtual Reality as a Teaching Tool for Moon Phases and Beyond”, in Physics Education Research Conference 2018, Washington, DC, 2018.
, “Visualizing patterns in CSEM responses to assess student conceptual understanding”, in Physics Education Research Conference 2018, Washington, D.C., 2018.
, “Who does what now? How physics lab instruction impacts student behaviors”, in Physics Education Research Conference 2018, Washington, D.C., 2018.
, “Toolboxes and handing students a hammer: The effects of cueing and instruction on getting students to think critically”, Physical Review Physics Education Research, vol. 13, no. 1, p. 010116, 2017.
, “Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content”, Physical Review Physics Education Research, vol. 13, no. 1, p. 010129, 2017.
, “Developing student attitudes in the first-year physics laboratory”, in 2016 Physics Education Research Conference Proceedings, Sacramento, CA, 2016.
, “Examining and contrasting the cognitive activities engaged in undergraduate research experiences and lab courses”, Physical Review Physics Education Research, vol. 12, no. 2, p. 020103 - , 2016.
, “Gender gaps and gendered action in a first-year physics laboratory”, Physical Review Physics Education Research, vol. 12, no. 2, p. 020104 - , 2016.
, “Preliminary development and validation of a diagnostic of critical thinking for introductory physics labs”, in 2016 Physics Education Research Conference Proceedings, 2016.
, “Assessing modeling in the lab: Uncertainty and measurement”, in 2015 Conference on Laboratory Instruction Beyond the First Year of College, College Park, MD, 2015.
, “Developing Quantitative Critical Thinking in the Introductory Physics Lab”, in Physics Education Research Conference 2015, College Park, MD, 2015.
, “Measuring the impact of an instructional laboratory on the learning of introductory physics”, American Journal of Physics, vol. 83, pp. 972–978, 2015.
, “Measuring the impact of introductory physics labs on learning and critical thinking”, in 2015 Physics Education Research Conference Proceedings, College Park, MD, 2015.
, “Quantitative Comparisons to Promote Inquiry in the Introductory Physics Lab”, The Physics Teacher, vol. 53, pp. 352–355, 2015.
, “Structured quantitative inquiry labs : developing critical thinking in the introductory physics laboratory”, University of British Columbia, 2015.
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