38 citations · 172 across the 16 of their papers we have counts for
17 papers
Students' perspectives on computational challenges in physics class
Patti Hamerski, Daryl McPadden, Marcos D. Caballero +1
High school science classrooms across the United States are answering calls to make computation a part of science learning. The problem is that there is little known about the barr…
Developing a learning goal framework for computational thinking in computationally integrated physics classrooms
Daniel P. Weller, Theodore E. Bott, Marcos D. Caballero +1
Computational thinking has been a recent focus of education research within the sciences. However, there is a dearth of scholarly literature on how best to teach and to assess this…
Using disciplinary perspectives to refine conceptions of the "real world"
Abhilash Nair, Paul Irving, Vashti Sawtelle
It has been reported that students often leave the introductory physics classroom believing that physics is less connected to the real world than when they entered. In this paper w…
The difficulties associated with integrating computation into undergraduate physics
Ashleigh Leary, Paul W. Irving, Marcos D. Caballero
From a department being resistant to change to students not buying into the new computational activities, the challenges that are faced with integrating computation into the physic…
Denoting and Comparing Leadership Attributes and Behaviors in Group Work
Kristina Griswold, Daryl McPadden, Marcos D. Caballero +1
Projects and Practices in Physics (P) is an introductory physics class at Michigan State University that replaces lectures with a problem based learning environment. To promote…
What counts in laboratories: toward a practice-based identity survey
Kelsey Funkhouser, Marcos D. Caballero, Paul W. Irving +1
An essential step in the process of developing a physics identity is the opportunity to engage in authentic physics practices - an ideal place to gain these experiences is physics…
Teaching Computation in Introductory Physics using Complex Problems
Marcos. D. Caballero, Michael J. Obsniuk, Paul W. Irving
Computation is a central aspect of modern science and engineering work, and yet, computational instruction has yet to fully pervade university STEM curricula. In physics, we have b…
Development of a Modes of Collaboration framework
Alanna Pawlak, Paul W. Irving, Marcos D. Caballero
Group work is becoming increasingly common in introductory physics classrooms. Understanding how students engage in these group learning environments is important for designing and…
: A Practice Focused Learning Environment
Paul W. Irving, Michael J. Obsniuk, Marcos D. Caballero
There has been an increased focus on the integration of practices into physics curricula, with a particular emphasis on integrating computation into the undergraduate curriculum of…
A Case Study: Novel Group Interactions through Introductory Computational Physics
Michael J. Obsniuk, Paul W. Irving, Marcos D. Caballero
With the advent of high-level programming languages capable of quickly rendering three-dimensional simulations, the inclusion of computers as a learning tool in the classroom has b…
Identity statuses in upper-division physics students
Paul W. Irving, Eleanor C. Sayre
We use the theories of identity statuses and communities of practice to describe three different case studies of students finding their paths through undergraduate physics and deve…
Upper-Level Physics Students' Perceptions of Physicists
Paul W. Irving, Eleanor C. Sayre
As part of a longitudinal study into identity development in upper-level physics students, we used a phenomenographic research method to examine students' perceptions of what it me…
Becoming a Physicist: The Roles of Research, Mindsets, and Milestones in upper-division student perceptions
Paul W. Irving, Eleanor C. Sayre
As part of a longitudinal study into identity development in upper-level physics students, a phenomenographic research method was used to examine students' perceptions of what it m…
Brief, embedded, spontaneous metacognitive talk indicates thinking like a physicist
Eleanor C. Sayre, Paul W. Irving
Instructors and researchers think "thinking like a physicist" is important for students' professional development. However, precise definitions and observational markers remain elu…
Learning about the Energy of a Hurricane System through an Estimation Epistemic Game
Bahar Modir, Paul W. Irving, Steven F. Wolf +1
As part of a study into students' problem solving behaviors, we asked upper-division physics students to solve estimation problems in clinical interviews. We use the Resources Fram…
Just Math: A new epistemic frame
Steven F. Wolf, Leanne Doughty, Paul W. Irving +2
A goal of PER is to understand how students use math in physics contexts. To investigate how students use math, we need to identify transitions between conceptual sense-making abou…
Conditions for building a community of practice in an advanced physics laboratory
Paul W. Irving, Eleanor C. Sayre
In this paper we explore the theory of communities of practice in the context of a physics college course and in particular the classroom environment of an advanced laboratory. We…