Currently our Teaching and Learning Reading Group meets every Wednesday from 1.00-2.00pm.
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Papers read (Spring 2018):
5/2: Cavanagh, A. J., Chen, X., Bathgate, M., Frederick, J., Hanauer, D. I., & Graham, M. J. (2018). Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course. CBE Life Sciences Education, 17(1), ar10. https://doi.org/10.1187/cbe.17-06-0107
4/25: Deane-Coe, K. K., Sarvary, M. A., & Owens, T. G. (2017). Student Performance along Axes of Scenario Novelty and Complexity in Introductory Biology: Lessons from a Unique Factorial Approach to Assessment. Cell Biology Education, 16(1), ar3. https://doi.org/10.1187/cbe.16-06-0195
4/18: Eichenlaub, M., Hemingway, D., & Redish, E. F. (2016). Drawing physical insight from mathematics via extreme case reasoning. In 2016 Physics Education Research Conference Proceedings (pp. 108–111). American Association of Physics Teachers. https://doi.org/10.1119/perc.2016.pr.022
4/11: Stains, M., Harshman, J., Barker, M. K., Chasteen, S. V., Cole, R., DeChenne-Peters, S. E., … Young, A. M. (2018). Anatomy of STEM teaching in North American universities. Science, 359(6383), 1468–1470. https://doi.org/10.1126/science.aap8892
3/28: Graesser, A. C., Lu, S., Jackson, G. T., Mitchell, H. H., Ventura, M., Olney, A., & Louwerse, M. M. (2004). AutoTutor: A tutor with dialogue in natural language. Behavior Research Methods, Instruments, & Computers, 36(2), 180–192. https://doi.org/10.3758/BF03195563
3/21: Buchsbaum, D., Bridgers, S., Weisberg, D. S., & Gopnik, A. (2012). The power of possibility: causal learning, counterfactual reasoning, and pretend play. Philosophical Transactions of the Royal Society B, 367, 2202–2212. https://doi.org/10.1098/rstb.2012.0122
3/14: Tiruneh, D. T., Verburgh, A., & Elen, J. (2014). Effectiveness of Critical Thinking Instruction in Higher Education: A Systematic Review of Intervention Studies. Higher Education Studies, 4(1), 1–17. https://doi.org/10.5539/hes.v4n1p1
2/28: Countryman, C. L. (2014). Familiarizing Students with the Basics of a Smartphone’s Internal Sensors. The Physics Teacher, 52(9), 557–559. https://doi.org/10.1119/1.4902204
2/21: Brewe, E., Dou, R., & Shand, R. (2018). Costs of success: Financial implications of implementation of active learning in introductory physics courses for students and administrators. Physical Review Physics Education Research, 14(1), 10109. https://doi.org/10.1103/PhysRevPhysEducRes.14.010109
2/7: Taylor, J. L., Smith, K. M., Stolk, A. P. van, & Spiegelman, G. B. (2010). Using Invention to Change How Students Tackle Problems. CBE-Life Sciences Education, 9(4), 504–512. https://doi.org/10.1187/cbe.10-02-0012
1/31: Chin, D. B., Chi, M., & Schwartz, D. L. (2016). A comparison of two methods of active learning in physics: inventing a general solution versus compare and contrast. Instructional Science, 44(2), 177–195. https://doi.org/10.1007/s11251-016-9374-0
1/24: Schwartz, D. L., & Martin, T. (2004). Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction. Cognition and Instruction, 22(2), 129–184. https://doi.org/10.1207/s1532690xci2202_1
Papers read (Fall 2017):
12/4: Goertzen, R. M., Scherr, R. E., & Elby, A. (2010). Respecting tutorial instructors’ beliefs and experiences: A case study of a physics teaching assistant. Physical Review Special Topics - Physics Education Research, 6(2), 20125. https://doi.org/10.1103/PhysRevSTPER.6.020125
11/20: Zumbrunn, S., McKim, C., Buhs, E., & Hawley, L. (2014). Support, belonging, motivation, and engagement in the college classroom: a mixed method study. Instructional Science, 42(5), 661–684.
11/13: Yamarik, S. (2007). Does Cooperative Learning Improve Student Learning Outcomes? The Journal of Economic Education, 38(3), 259–277. https://doi.org/10.3200/JECE.38.3.259-277
11/6: Rosen, A. S. (2017). Correlations, trends and potential biases among publicly accessible web-based student evaluations of teaching: a large-scale study of RateMyProfessors.com data. Assessment & Evaluation in Higher Education, 1–14. https://doi.org/10.1080/02602938.2016.1276155
10/16: Reiser, B. J., Berland, L. K., & Kenyon, L. (2012). Engaging students in the scientific practices of explanation and argumentation. The Science Teacher, 79(4), 34–39.
9/25: Martin, L. (2015). The Promise of the Maker Movement for Education. Journal of Pre-College Engineering Education Research (J-PEER), 5(1). https://doi.org/10.7771/2157-9288.1099
9/18: Balaban RA, Gilleskie DB, Tran U (2016) A quantitative evaluation of the flipped classroom in a large lecture principles of economics course. J Econ Educ 47(4):269–287.
9/11: Christian, K., & Talanquer, V. (2012). Modes of reasoning in self-initiated study groups in chemistry. Chemistry Education Research and Practice, 13(3), 286-295.
Papers read (Summer 2017):
8/7: E. Etkina, A. Karelina, S. Murthy, M. Ruibal-Villasenor (2009). Using action research to improve learning and formative assessment to conduct research. PRST-PER 5, 010109.
7/31: Buffler, Allie, & Lubben (2001). The development of first year physics students' ideas about measurement in terms of point and set measurements. International Journal of Science Education, 23:11, 1137-1156.
7/24: Hmelo-Silver, C. E. (2002). Collaborative ways of knowing: Issues in facilitation. In Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community (pp. 199-208). International Society of the Learning Sciences.
7/17: Martinez (1998) What Is Problem Solving? The Phi Delta Kappan, Vol. 79, No. 8 (Apr., 1998), pp. 605-609
7/10: Day J, Stang JB, Holmes NG, Khumar D, Bonn DA (2016) Gender gaps and gendered action in a first-year physics laboratory. Phys Rev Phys Educ Res 12(2):20104.
7/10: Willoughby, S. D., & Metz, A. (2009). Exploring gender differences with different gain calculations in astronomy and biology. American Journal of Physics, 77(7), 651. https://doi.org/10.1119/1.3133087
7/3: Redish EF (2014) Oersted Lecture 2013: How should we think about how our students think? Am J Phys 82(6):537–551.
6/26: Owens MT, Tanner KD (2017) Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative Teaching. CBE Life Sci Educ 16(2):fe2.
6/19: Turpen C, Dancy M, Henderson C (2016) Perceived affordances and constraints regarding instructors’ use of Peer Instruction: Implications for promoting instructional change. Phys Rev Phys Educ Res 12(1):10116.
6/12: Cleveland LM, Olimpo JT, DeChenne-Peters SE (2017) Investigating the Relationship between Instructors’ Use of Active-Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments. CBE Life Sci Educ 16(2):ar19.
6/5: Hutchison P, Hammer D (2009) Attending to student epistemological framing in a science classroom. Sci Educ 94(3)
5/19: Scott M, Stelzer T, Gladding G (2006) Evaluating multiple-choice exams in large introductory physics courses. Phys Rev Spec Top - Phys Educ Res 2(2):20102.
5/19: Lin S-Y, Singh C (2013) Can free-response questions be approximated by multiple-choice equivalents? Am J Phys 81(8):624–629.
Papers read (Spring 2017):
5/12: Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, N. S., … LeMaster, R. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physical Review Special Topics - Physics Education Research, 1(1), 10103. https://doi.org/10.1103/PhysRevSTPER.1.010103
5/5: Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice Teachers’ Attention to Student Thinking. Journal of Teacher Education, 60(2), 142–154. https://doi.org/10.1177/0022487108330245
4/28: Ives, J., Van Lier, M. de J., Sumah, N. K., & Stang, J. B. (2016). Examining student participation in two-phase collaborative exams through video analysis. In 2016 Physics Education Research Conference Proceedings (pp. 172–175). American Association of Physics Teachers. https://doi.org/10.1119/perc.2016.pr.038
4/28: Wieman, C. E., Rieger, G. W., & Heiner, C. E. (2014). Physics Exams that Promote Collaborative Learning. The Physics Teacher, 52(1), 51–53. https://doi.org/10.1119/1.4849159
4/21: Etkina E, et al. (2010) Design and Reflection Help Students Develop Scientific Abilities: Learning in Introductory Physics Laboratories. J Learn Sci 19(1):54–98.
4/14: Jones DJ, Madison KW, Wieman CE (2015) Transforming a fourth year modern optics course using a deliberate practice framework. Phys Rev Spec Top - Phys Educ Res 11(2):20108.
4/7: Daly, A. L., Chamberlain, S., & Spalding, V. (2011). Test anxiety, heart rate and performance in A-level French speaking mock exams: an exploratory study. Educational Research, 53(3), 321–330. https://doi.org/10.1080/00131881.2011.598660
4/7: Powers, D. E. (1986). TEST ANXIETY AND THE GRE GENERAL TEST. ETS Research Report Series, 1986(2), i-49. https://doi.org/10.1002/j.2330-8516.1986.tb00200.x
4/7: Hoferichter, F., Raufelder, D., Ringeisen, T., Rohrmann, S., & Bukowski, W. M. (2016). Assessing the Multi-faceted Nature of Test Anxiety Among Secondary School Students: An English Version of the German Test Anxiety Questionnaire: PAF-E. The Journal of Psychology, 150(4), 450–468. https://doi.org/10.1080/00223980.2015.1087374
4/7: Putwain, D. W. (2011). How is examination stress experienced by secondary students preparing for their General Certificate of Secondary Education examinations and how can it be explained? International Journal of Qualitative Studies in Education, 24(6), 717–731. https://doi.org/10.1080/09518398.2010.529840
3/31: Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test Anxiety and Academic Performance in Undergraduate and Graduate Students. Journal of Educational Psychology, 97(2), 268–274. https://doi.org/10.1037/0022-0622.214.171.1248
3/24: McPadden, D., & Brewe, E. (2015). Network Analysis of Students’ Representation Use in Problem Solving. In 2015 Physics Education Research Conference Proceedings (pp. 219–222). American Association of Physics Teachers. https://doi.org/10.1119/perc.2015.pr.050
3/24: Brewe, E. (2008). Modeling theory applied: Modeling Instruction in introductory physics. American Journal of Physics, 76(12), 1155–1160. https://doi.org/10.1119/1.2983148
3/17: Rowland, S., Pedwell, R., Lawrie, G., Lovie-Toon, J., & Hung, Y. (2016). Do We Need to Design Course-Based Undergraduate Research Experiences for Authenticity? CBE Life Sciences Education, 15(4), ar79. https://doi.org/10.1187/cbe.16-02-0102
3/10: Ballen, C. J., & Mason, N. A. (2017). Longitudinal Analysis of a Diversity Support Program in Biology: A National Call for Further Assessment. BioScience, 113(art. 12), E3341–E3348. https://doi.org/10.1093/biosci/biw187
3/3: Holmes, N. G., Wieman, C. E., & Bonn, D. A. (2015). Teaching critical thinking. PNAS, 112(36), 11199–11204. https://doi.org/10.1073/pnas.1505329112
2/24: Wilcox, B. R., & Lewandowski, H. J. (2017). Developing skills versus reinforcing concepts in physics labs: Insight from a survey of students’ beliefs about experimental physics. Physical Review Physics Education Research, 13(1), 10108. https://doi.org/10.1103/PhysRevPhysEducRes.13.010108
2/17: Roediger, H. L., & Karpicke, J. D. (2006). Test-Enhanced Learning Taking Memory Tests Improves Long-Term Retention. Psychological Science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x
2/10: Zhang, P., Ding, L., & Mazur, E. (2017). Peer Instruction in introductory physics: A method to bring about positive changes in students’ attitudes and beliefs. Physical Review Physics Education Research, 13(1), 10104. https://doi.org/10.1103/PhysRevPhysEducRes.13.010104
2/3: Wieman, C. (2007). Why Not Try a Scientific Approach to Science Education? Change: The Magazine of Higher Learning, 39(5), 9–15.
2/3: Meltzer, D. E., & Otero, V. K. (2015). A brief history of physics education in the United States. American Journal of Physics, 83(5), 447–458. https://doi.org/10.1119/1.4902397