250 citations · 256 across the 6 of their papers we have counts for
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Directed Self Guided Learning of Blended Math-Science Sensemaking for Historically Marginalized STEM Learners
Leonora Kaldaras, Carl Wieman
Blended math science sensemaking (MSS) is reflected in a student ability to integrate math and science knowledge to develop mathematical descriptions of observations. While an impo…
Scaffold or Crutch? Examining College Students' Use and Views of Generative AI Tools for STEM Education
Karen D. Wang, Zhangyang Wu, L'Nard Tufts +3
Developing problem-solving competency is central to Science, Technology, Engineering, and Mathematics (STEM) education, yet translating this priority into effective approaches to p…
Investigating Blended Math-Science Sensemaking with a diverse undergraduate population
Leonora Kaldaras, Carl Wieman
Blended mathematical sensemaking in science (MSS) involves deep conceptual understanding of quantitative relationships describing scientific phenomena. Previously we developed the…
Introducing an Instructional Model for Teaching Blended Math-Science Sensemaking in Undergraduate STEM Courses Using Computer Simulations
Leonora Kaldaras, Carl Wieman
The ability to express scientific concepts in mathematical terms and integrate scientific and mathematical reasoning about a phenomenon is a foundational cognitive process involved…
Teaching Critical Thinking
N. G. Holmes, Carl E. Wieman, D. A. Bonn
The ability to make decisions based on data, with its inherent uncertainties and variability, is a complex and vital skill in the modern world. The need for such quantitative criti…