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Do students benefit from drawing productive diagrams themselves while solving introductory physics problems? The case of two electrostatics problems

European journal of physics, 2018-01, Vol.39 (1), p.15703

2018

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Progression in Self-Efficacy, Interest, Identity, Sense of Belonging, Perceived Recognition and Effectiveness of Peer Interaction of Physics Majors and Comparison with Non-Majors and Ph.D. Students

Research in science education (Australasian Science Education Research Association), 2023-06, Vol.53 (3), p.525-539

2023

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Helping Students Become Proficient Problem Solvers Part I: A Brief Review

Education sciences, 2023-02, Vol.13 (2), p.156

2023

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Helping Students Become Proficient Problem Solvers Part II: An Example from Waves

Education sciences, 2023-01, Vol.13 (2), p.138

2023

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Exploring one aspect of pedagogical content knowledge of teaching assistants using the test of understanding graphs in kinematics

Physical review special topics. Physics education research, 2013-11, Vol.9 (2), p.020120, Article 020120

2013

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Case of Two Electrostatics Problems: Can Providing a Diagram Adversely Impact Introductory Physics Students' Problem Solving Performance?

Physical review. Physics education research, 2018-03, Vol.14 (1), p.010114, Article 010114

2018

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Teaching Assistants' Performance at Identifying Common Introductory Student Difficulties in Mechanics Revealed by the Force Concept Inventory

Physical review. Physics education research, 2016-05, Vol.12 (1), p.010131, Article 010131

2016

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Impact of Traditional or Evidence-Based Active-Engagement Instruction on Introductory Female and Male Students' Attitudes and Approaches to Physics Problem Solving

Physical review. Physics education research, 2019-09, Vol.15 (2), p.020129, Article 020129

2019

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Using the Energy and Momentum Conceptual Survey to investigate progression in student understanding from introductory to advanced levels

Physical review. Physics education research, 2023-09, Vol.19 (2), p.020132, Article 020132

2023

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Quantum Interactive Learning Tutorial on the Double-Slit Experiment to Improve Student Understanding of Quantum Mechanics

Physical review. Physics education research, 2017-05, Vol.13 (1), p.010123, Article 010123

2017

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Using the Conceptual Survey of Electricity and Magnetism to Investigate Progression in Student Understanding from Introductory to Advanced Levels

Physical Review Physics Education Research, 2022-09, Vol.18 (2), p.020114, Article 020114

2022

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Is Agreeing with a Gender Stereotype Correlated with the Performance of Female Students in Introductory Physics?

Physical review. Physics education research, 2018-11, Vol.14 (2), p.020119, Article 020119

2018

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Towards meaningful diversity, equity and inclusion in physics learning environments

Nature physics, 2024-03, Vol.20 (3), p.367-375

2024

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Challenges in Designing Appropriate Scaffolding to Improve Students' Representational Consistency: The Case of a Gauss's Law Problem

Physical review. Physics education research, 2017-08, Vol.13 (2), p.020103, Article 020103

2017

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Effectiveness of Interactive Tutorials in Promoting "Which-Path" Information Reasoning in Advanced Quantum Mechanics

Physical review. Physics education research, 2017-09, Vol.13 (2), p.020115, Article 020115

2017

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Exploring One Aspect of Pedagogical Content Knowledge of Teaching Assistants Using the Conceptual Survey of Electricity and Magnetism

Physical review. Physics education research, 2018-04, Vol.14 (1), p.010117, Article 010117

2018

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Helping students apply superposition principle in problems involving spherical, cylindrical, and planar charge distributions

American journal of physics, 2023-08, Vol.91 (8), p.613-616

2023

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Can students apply the concept of “which-path” information learned in the context of Mach–Zehnder interferometer to the double-slit experiment?

American journal of physics, 2020-07, Vol.88 (7), p.542-550

2020

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Do evidence-based active-engagement courses reduce the gender gap in introductory physics?

European journal of physics, 2018-03, Vol.39 (2), p.25701

2018

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Additional unexpected benefits of rewarding students for effective problem solving strategies: supporting gender equity in physics

Physics education, 2022-09, Vol.57 (5), p.55005

2022

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Active Learning in an Inequitable Learning Environment Can Increase the Gender Performance Gap: The Negative Impact of Stereotype Threat

The Physics teacher, 2020-09, Vol.58 (6), p.430-433

2020

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Gender Inequities throughout STEM

Journal of college science teaching, 2022, Vol.51 (3), p.27-36

2022

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Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics

Canadian journal of physics, 2018-04, Vol.96 (4), p.411-419

2018

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Promoting Problem Solving through Interactive Video-Enhanced Tutorials

The Physics teacher, 2022-05, Vol.60 (5), p.331-334

2022

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Interactive Video Enhanced Tutorials: A Tool for Promoting Self-Paced Learning and Engagement for Future Engineers

2021 IEEE Frontiers in Education Conference (FIE), 2021, p.1-5

2021

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Do students benefit from drawing productive diagrams themselves while solving introductory physics problems? The case of two electrostatics problems

Progression in Self-Efficacy, Interest, Identity, Sense of Belonging, Perceived Recognition and Effectiveness of Peer Interaction of Physics Majors and Comparison with Non-Majors and Ph.D. Students

Helping Students Become Proficient Problem Solvers Part I: A Brief Review

Helping Students Become Proficient Problem Solvers Part II: An Example from Waves

Exploring one aspect of pedagogical content knowledge of teaching assistants using the test of understanding graphs in kinematics

Case of Two Electrostatics Problems: Can Providing a Diagram Adversely Impact Introductory Physics Students' Problem Solving Performance?

Teaching Assistants' Performance at Identifying Common Introductory Student Difficulties in Mechanics Revealed by the Force Concept Inventory

Impact of Traditional or Evidence-Based Active-Engagement Instruction on Introductory Female and Male Students' Attitudes and Approaches to Physics Problem Solving

Using the Energy and Momentum Conceptual Survey to investigate progression in student understanding from introductory to advanced levels

Quantum Interactive Learning Tutorial on the Double-Slit Experiment to Improve Student Understanding of Quantum Mechanics

Using the Conceptual Survey of Electricity and Magnetism to Investigate Progression in Student Understanding from Introductory to Advanced Levels

Is Agreeing with a Gender Stereotype Correlated with the Performance of Female Students in Introductory Physics?

Towards meaningful diversity, equity and inclusion in physics learning environments

Challenges in Designing Appropriate Scaffolding to Improve Students' Representational Consistency: The Case of a Gauss's Law Problem

Effectiveness of Interactive Tutorials in Promoting "Which-Path" Information Reasoning in Advanced Quantum Mechanics

Exploring One Aspect of Pedagogical Content Knowledge of Teaching Assistants Using the Conceptual Survey of Electricity and Magnetism

Helping students apply superposition principle in problems involving spherical, cylindrical, and planar charge distributions

Can students apply the concept of “which-path” information learned in the context of Mach–Zehnder interferometer to the double-slit experiment?

Do evidence-based active-engagement courses reduce the gender gap in introductory physics?

Additional unexpected benefits of rewarding students for effective problem solving strategies: supporting gender equity in physics

Active Learning in an Inequitable Learning Environment Can Increase the Gender Performance Gap: The Negative Impact of Stereotype Threat

Gender Inequities throughout STEM

Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics

Promoting Problem Solving through Interactive Video-Enhanced Tutorials

Interactive Video Enhanced Tutorials: A Tool for Promoting Self-Paced Learning and Engagement for Future Engineers

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