79 citations · 375 across the 21 of their papers we have counts for
22 papers
Challenges in designing appropriate scaffolding to improve students' representational consistency: The case of a Gauss's law problem
Alexandru Maries, Shih-Yin Lin, Chandralekha Singh
Prior research suggest that introductory physics students have difficulty with graphing and interpreting graphs. Here, we discuss an investigation of student difficulties in transl…
The impact of students' epistemological framing on a task requiring representational consistency
Alexandru Maries, Shih-Yin Lin, Chandralekha Singh
The ability to flexibly transform between different representations (e.g., from mathematical to graphical representations) of the same concept is a hallmark of expertise. Prior res…
Can Free-Response Questions Be Approximated by Multiple-Choice Equivalents?
Shih-Yin Lin, Chandralekha Singh
We discuss a study to evaluate the extent to which free-response questions can be approximated by multiple-choice equivalents. Two carefully designed research-based multiple-choice…
Exploring University Students' Engagement with Online Video Lectures in a Blended Introductory Mechanics Course
Shih-Yin Lin, John M. Aiken, Daniel T. Seaton +4
The advent of MOOCs has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created an…
Can multiple-choice questions simulate free-response questions?
Shih-Yin Lin, Chandralekha Singh
We discuss a study to evaluate the extent to which free-response questions could be approximated by multiple-choice equivalents. Two carefully designed research-based multiple-choi…
Assessing Expertise in Quantum Mechanics using Categorization Task
Shih-Yin Lin, Chandralekha Singh
We discuss the categorization of 20 quantum mechanics problems by 6 physics professors and 22 undergraduate students from two honors-level quantum mechanics courses. Professors and…
Categorization of Quantum Mechanics Problems by Professors and Students
Shih-Yin Lin, Chandralekha Singh
We discuss the categorization of 20 quantum mechanics problems by physics professors and undergraduate students from two honors-level quantum mechanics courses. Professors and stud…
Challenges in Analogical Reasoning
Shih-Yin Lin, Chandralekha Singh
Learning physics requires understanding the applicability of fundamental principles in a variety of contexts that share deep features. One way to help students learn physics is via…
TA-designed vs. research-oriented problem solutions
Shih-Yin Lin, Chandralekha Singh, William Mamudi +2
In order to study graduate teaching assistants (TAs) beliefs and values about the design of instructor problem solutions, twenty-four TAs were provided with different solutions and…
The group administered interactive questionnaire: An alternative to individual interviews
Edit Yerushalmi, Charles R. Henderson, William Mamudi +2
Individual interviews are often considered to be the gold standard for researchers to understand how people think about phenomena. However, conducting and analyzing interviews is v…
Using Analogical Problem Solving with Different Scaffolding Supports to Learn about Friction
Shih-Yin Lin, Chandralekha Singh
Prior research suggests that many students believe that the magnitude of the static frictional force is always equal to its maximum value. Here, we examine introductory students' a…
Using Analogy to Solve a Three-Step Physics Problem
Shih-Yin Lin, Chandralekha Singh
In a companion paper, we discuss students' ability to take advantage of what they learn from a solved problem and transfer their learning to solve a quiz problem that has different…
Using Analogies to Learn Introductory Physics
Shih-Yin Lin, Chandralekha Singh
Identifying the relevant physics principles is a central component of problem solving. A major goal of most introductory physics courses is to help students discern the deep simila…
Teaching assistants' beliefs regarding example solutions in introductory physics
Shih-Yin Lin, Charles Henderson, William Mamudi +2
As part of a larger study to understand instructors' considerations regarding the learning and teaching of problem solving in an introductory physics course, we investigated belief…
Using an Isomorphic Problem Pair to Learn Introductory Physics: Transferring from a Two-step Problem to a Three-step Problem
Shih-Yin Lin, Chandralekha Singh
In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles…
Effect of Scaffolding on Helping Introductory Physics Students Solve Quantitative Problems Involving Strong Alternative Conceptions
Shih-Yin Lin, Chandralekha Singh
It is well-known that introductory physics students often have alternative conceptions that are inconsistent with established physical principles and concepts. Invoking alternative…
Using Isomorphic Problems to Learn Introductory Physics
Shih-Yin Lin, Chandralekha Singh
In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles…
Student difficulties in translating between mathematical and graphical representations in introductory physics
Shih-Yin Lin, Alexandru Maries, Chandralekha Singh
We investigate introductory physics students' difficulties in translating between mathematical and graphical representations and the effect of scaffolding on students' performance.…
Peer Evaluation of Video Lab Reports in an Introductory Physics MOOC
Shih-Yin Lin, Scott S. Douglas, John M. Aiken +5
Assessing student performance becomes challenging when course enrollment becomes very large (~10^4 students). As part of a Massive Open Online Course (MOOC) in introductory physics…
Peer Evaluation of Video Lab Reports in a Blended Introductory Physics Course
Scott S. Douglas, Shih-Yin Lin, John M. Aiken +4
The Georgia Tech blended introductory calculus-based mechanics course emphasizes scientific communication as one of its learning goals, and to that end, we gave our students a seri…
Student Use of a Single Lecture Video in a Flipped Introductory Mechanics Course
John M. Aiken, Shih-Yin Lin, Scott S. Douglas +4
In the Fall of 2013, Georgia Tech offered a 'flipped' calculus-based introductory mechanics class as an alternative to the traditional large-enrollment lecture class. This class fl…
The Initial State of Students Taking an Introductory Physics MOOC
John M. Aiken, Shih-Yin Lin, Scott S. Douglas +4
As part of a larger research project into massively open online courses (MOOCs), we have investigated student background, as well as student participation in a physics MOOC with a…