Related papers: Transforming a large introductory lab course: impa…
We introduce and theoretically justify a new measure of the self-recognition component of student physics identity called Self-Evaluated Expertise (SEE). This measure is constructed such that it can be extracted from existing responses to…
This article outlines a comprehensive redesign of an introductory physics laboratory course aimed at promoting active student engagement, enhancing scientific experimental skills and the development of expert-like attitudes. The redesign…
We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on student performance on validated conceptual surveys. We compare student performance in courses which…
This paper describes our large reformed introductory physics course at UC Davis, which bioscience students have been taking since 1996. The central feature of this course is a focus on sense-making by the students during the five hours per…
We report on a multi-year study of student attitudes measured with the Colorado Learning Attitudes about Science Survey (CLASS) in calculus-based introductory physics taught with the Modeling Instruction curriculum. We find that five of six…
Enhancing motivation and learning attitudes in an introductory physics course is an important but difficult task that can be achieved through class blogging. We incorporated into an introductory course a blog operated by upper-level physics…
In this meta-analysis, we synthesize the results of 24 studies using the Colorado Learning Attitudes about Science Survey (CLASS) and the Maryland Physics Expectations Survey (MPEX) to answer several questions: (1) How does physics…
Our recent study showed that two lab courses, whose goals were exclusively to reinforce material developed in the lecture courses, do not have any impact on exam performance at the 1% level. In this study, we replicated this analysis with a…
The research presented in this thesis was motivated by the need to improve introductory physics courses. Introductory physics courses are generally the first courses in which students learn to create models to solve complex problems.…
We redesigned an advanced physics laboratory course to include a project component. The intention was to address learning outcomes such as modeling, design of experiments, teamwork, and developing technical skills in using apparatus and…
Introductory undergraduate courses in classical physics stress a perspective that can be characterized as realist; from this perspective, all physical properties of a classical system can be simultaneously specified and thus determined at…
Although most teachers acknowledge the importance of taking investigative approached in students' science learning experiences, implementing them in high-school classes can be challenging for teachers. In this work, we analyzed data from…
When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be…
Prior research suggests that using evidence-based pedagogies can not only improve learning for all students, it can also reduce the gender gap. We describe the impact of physics education research based pedagogical techniques in flipped and…
We report results from a study designed to identify links between undergraduate students' views about experimental physics and their engagement in multiweek projects in lab courses. Using surveys and interviews, we explored whether students…
This article describes the reform of a physics undergraduate lab course by introducing new technologies such as Arduino microcontroller and smartphone, to help students experience a more authentic lab experience. This paper outlines the…
In this paper, we describe how we transformed our large-enrollment introductory physics sequence for life-science students to a Lecture/Studio format and aligned the physics concepts with authentic biological applications. We have reformed…
The objective of physics laboratory training is to develop, in students, a variety of important cognitive and psycho-motor abilities related to experimental physics. These include conceptual understanding, procedural understanding,…
Implementation of cognitive apprenticeship in an introductory physics lab group problem solving exercise may be mitigated by epistemic views toward physics of non-physics science majors. Quantitative pre-post data of the Force Concept…
While it is well known which curricular practices can improve student performance on measures of conceptual understanding, the sustaining of these practices and the role of faculty members in implementing these practices are less well…