26 citations · 39 across the 7 of their papers we have counts for
7 papers
Nothing's plenty: The significance of null results in physics education research
Luke D. Conlin, Eric Kuo, Nicole R. Hallinen
A central aim of physics education research is to understand the processes of learning and use that understanding to inform instruction. To this end, researchers often conduct stud…
The Use of Epistemic Distancing to Create a Safe Space to Sensemake in Introductory Physics Tutorials
Luke D. Conlin
In active engagement physics classrooms, students get opportunities to make sense of physics together through discussion. They do not always take up these opportunities, in part be…
Making Space to Sensemake: Epistemic Distancing in Small Group Physics Discussions
Luke D. Conlin, Rachel E. Scherr
Students in inquiry science classrooms face an essential tension between sharing new ideas and critically evaluating those ideas. Both sides of this tension pose affective risks th…
"Bring it on": Explaining persistence in science at the intersection of identity and epistemology
Luke D. Conlin, Jennifer Richards, Ayush Gupta +1
Research has documented a sharp decline in students' interest and persistence in science, starting in middle school, particularly among students from underrepresented populations.…
How substance-based ontologies for gravity can be productive: A case study
Ayush Gupta, Andrew Elby, Luke D. Conlin
Many science education researchers have argued that learners' commitment to a substance (matter-based) ontology impedes the learning of scientific concepts that scientists typicall…
Where to find the mind: Identifying the scale of cognitive dynamics
Luke Conlin, Ayush Gupta, David Hammer
There are ongoing divisions in the learning sciences between perspectives that treat cognition as occurring within individual minds and those that treat it as irreducibly distribut…