66 citations · 615 across the 38 of their papers we have counts for
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Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics
Nafis I Karim, Alexandru Maries, Chandralekha Singh
We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on student performance on validated conceptua…
The impact of stereotype threat on gender gap in introductory physics
Alexandru Maries, Nafis I Karim, Chandralekha Singh
Many prior studies have found a gender gap between male and female students' performance on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Surv…
Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism
Nafis I Karim, Alexandru Maries, Chandralekha Singh
We discuss research involving the Conceptual Survey of Electricity and Magnetism (CSEM) to evaluate one aspect of the pedagogical content knowledge of teaching assistants (TAs): th…
Do students benefit from drawing productive diagrams themselves while solving introductory physics problems? The case of two electrostatic problems
Alexandru Maries, Chandralekha Singh
An appropriate diagram is a required element of a solution building process in physics problem solving and it can transform a given problem into a representation that is easier to…
Is agreeing with a gender stereotype correlated with the performance of female students in introductory physics?
Alexandru Maries, Nafis I. Karim, Chandralekha Singh
Several prior studies in introductory physics have found a gender gap on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity a…
Exploring one aspect of pedagogical content knowledge of teaching assistants using the Conceptual Survey of Electricity and Magnetism
Nafis I Karim, Alexandru Maries, Chandralekha Singh
Instruction is unlikely to be effective if instructors do not know the common alternate conceptions of introductory physics students and explicitly take into account common student…