250 citations · 953 across the 31 of their papers we have counts for
31 papers
Dynamics of Productive Confirmation Framing in an Introductory Lab
Ian Descamps, Sophia Jeon, N. G. Holmes +2
In introductory physics laboratory instruction, students often expect to confirm or demonstrate textbook physics concepts (Wilcox & Lewandowski, 2017; Hu & Zwickl, 2017; Hu & Zwick…
New perspectives on student reasoning about measurement uncertainty: More or better data
Andy Schang, Matthew Dew, Emily M. Stump +2
Uncertainty is an important and fundamental concept in physics education. Students are often first exposed to uncertainty in introductory labs, expand their knowledge across lab co…
Who and what gets recognized in peer recognition
Meagan Sundstrom, L. N. Simpfendoerfer, Annie Tan +2
Previous work has identified that recognition from others is an important predictor of students' participation, persistence, and career intentions in physics. However, research has…
Instructing nontraditional physics labs: Toward responsiveness to student epistemic framing
Meagan Sundstrom, Rebeckah K. Fussell, Anna McLean Phillips +5
Research on nontraditional laboratory (lab) activities in physics shows that students often expect to verify predetermined results, as takes place in traditional activities. This u…
Introductory physics students' recognition of strong peers: Gender and racial/ethnic bias differ by course level and context
Meagan Sundstrom, Ashley B. Heim, Barum Park +1
Researchers have pinpointed recognition from others as one of the most important dimensions of students' science and engineering identity. Studies, however, have found gender biase…
Not engaging with problems in the lab: Students' navigation of conflicting data and models
Anna McLean Phillips, Meagan Sundstrom, David G. Wu +1
With the adoption of instructional laboratories (labs) that require students to make their own decisions, there is a need to better understand students' activities as they make sen…
Online Administration of Research-Based Assessments
Ben Van Dusen, Mollee Shultz, Jayson M. Nissen +5
The number and use of research-based assessments (RBAs) has grown significantly over the last several decades. Data from RBAs can be compared against national datasets to provide i…
Preliminary evidence for available roles in mixed-gender and all-women lab groups
N. G. Holmes, Z. Yasemin Kalender
Group work during lab instruction can be a source of inequity between male and female students. In this preliminary study, we explored the activities male and female students take…
What do equitable physics lab groups look like in light of inchargeness?
Sophia M. Jeon, Eleanor C. Sayre, N. G. Holmes
In physics labs, students experience a wide range of equitable and inequitable interactions. We developed a methodology to characterize different lab groups in terms of their bid e…
Student reasoning about sources of experimental measurement uncertainty in quantum versus classical mechanics
Emily M. Stump, Courtney L. White, Gina Passante +1
Measurement uncertainty and experimental error are important concepts taught in undergraduate physics laboratories. Although student ideas about error and uncertainty in introducto…
Sense of agency, gender, and students' perception in open-ended physics labs
Z. Yasemin Kalender, Martin Stein, N. G. Holmes
Instructional physics labs are critical junctures for many STEM majors to develop an understanding of experimentation in the sciences. Students can acquire useful experimental skil…
Student evaluation of more or better experimental data in classical and quantum mechanics
Courtney L. While, Emily M. Stump, N. G. Holmes +1
Prior research has shown that physics students often think about experimental procedures and data analysis very differently from experts. One key framework for analyzing student th…
Group roles in unstructured labs show inequitable gender divide
Katherine N. Quinn, Michelle M. Kelley, Kathryn L. McGill +3
Instructional labs are being transformed to better reflect authentic scientific practice, often by removing aspects of pedagogical structure to support student agency and decision-…
Ready Student One: Exploring the predictors of student learning in virtual reality
J. Madden, S. Pandita, J. P. Schuldt +3
Immersive virtual reality (VR) has enormous potential for education, but classroom resources are limited. Thus, it is important to identify whether and when VR provides sufficient…
Participating in the Physics Lab: Does Gender Matter?
N. G. Holmes, Ido Roll, D. A. Bonn
It is a well-studied notion that women are under-represented in the physical sciences, with a "leaky pipeline" metaphor describing how the number of women decreases at higher level…
Quantifying critical thinking: Development and validation of the Physics Lab Inventory of Critical thinking (PLIC)
Cole Walsh, Katherine N. Quinn, C. Wieman +1
Introductory physics lab instruction is undergoing a transformation, with increasing emphasis on developing experimentation and critical thinking skills. These changes present a ne…
Operationalizing the AAPT Learning Goals for the Lab
N. G. Holmes, Emily M. Smith
Calls for reform to instructional labs means many instructors and departments are facing the daunting task of identifying goals for their introductory lab courses. Fortunately, the…
Assessment of critical thinking in physics labs
Cole Walsh, Katherine N. Quinn, N. G. Holmes
Despite the significant amount of time undergraduate students spend in introductory physics labs, there is little consensus on instructional goals and accepted diagnostic assessmen…
Who does what now? How physics lab instruction impacts student behaviors
Katherine N. Quinn, Kathryn L. McGill, Michelle M. Kelley +2
While laboratory instruction is a cornerstone of physics education, the impact of student behaviours in labs on retention, persistence in the field, and the formation of students'…
Confirming what we know: Understanding questionable research practices in intro physics labs
Martin M. Stein, Emily M. Smith, N. G. Holmes
Many institutions are changing the focus of their introductory physics labs from verifying physics content towards teaching students about the skills and nature of science. As inst…
Surprise! Shifting students away from model-verifying frames in physics labs
Emily M. Smith, Martin M. Stein, N. G. Holmes
Framing affects how students interpret, approach, and accomplish tasks. Little is known, however, about how students frame tasks in physics labs. During the first lab of a sequence…
Virtual Reality as a Teaching Tool for Moon Phases and Beyond
J. H. Madden, A. S. Won, J. P. Schuldt +5
A ball on a stick is a common and simple activity for teaching the phases of the Moon. This activity, like many others in physics and astronomy, gives students a perspective they o…
Interview validation of the Physics Lab Inventory of Critical thinking (PLIC)
Katherine N. Quinn, Carl Wieman, N. G. Holmes
Although an important goal of introductory physics labs is to train students in scientific reasoning and critical thinking, currently there are no standard tests in physics designe…
Seeing the real world: Comparing learning from verification labs and traditional or enhanced lecture demonstrations
Emily M. Smith, N. G. Holmes
Instructors in introductory physics courses often use labs and demonstrations to reinforce that the physics equations introduced in lectures and textbooks describe what actually ha…