Selected publications

Peer-reviewed publications

C. Wieman and N.G. Holmes, “Measuring the impact of an instructional laboratory on the learning of introductory physics”, Am. J. Phys. 83, 11 (2015).

E. Kuo and C. Wieman, “Seeking instructional specificity: an example from analogical instruction”, Phys. Rev. ST Phys. Educ. Res. 11, 020133 (2015).

S. Salehi, M. Keil, E. Kuo, and C. Wieman, “How to structure an unstructured activity: generating physics rules from simulation or contrasting cases”, Physics Education Research Conference Proceedings, pp. 291-294 (2015).

N.G. Holmes and C. Wieman, “Measuring the impact of introductory physics labs on learning and critical thinking”, Physics Education Research Conference Proceedings, pp. 363-366 (2015).

D. Schwartz, S. Salehi and K. Cheng, and C. Wieman, “The half empty question for socio-cognitive interventions”, Journal of Educational Psychology 108, 3, pp. 397– 404 (2016).

N.G. Holmes and Carl E. Wieman, “Examining and contrasting the cognitive activities engaged in undergraduate research experiences and lab courses”, Phys. Rev. Phys. Educ. Res. 12, 020103 (2016).

E. Bumbacher, S. Salehi, C. Wieman, and P. Blikstein, “Tools for science inquiry learning: Tool affordances, experimentation strategies, and conceptual understanding,” J. of Science Education and Technology 27 (3): 215–35 (2018).

Cissy Ballen, Shima Salehi, Carl Wieman, Jeremy Searle, and Kelly Zamudio, “Enhancing diversity in undergraduate science: Self-efficacy drives performance gains with active learning,” CBE-Life Sciences Education 16:4 (2018).

N.G. Holmes and C.E. Wieman, “Introductory physics labs: we can do better,” Physics Today 71 (1): 38–45 (2018).

M. Price, K. K. Perkins, N. G. Holmes, and C. E. Wieman, “How and why do high school teachers use PhET interactive simulations?”, 2018 PERC Proceedings [Washington, DC, August 1-2, 2018], edited by A. Traxler, Y. Cao, and S. Wolf

S. Salehi, E. Burkholder, G. Lepage, S. Pollock, C. Wieman, “Demographic gaps or preparation gaps? The large impact of incoming preparation on performance of students in introductory physics,” Phys. Rev. Phys. Educ. Res. 15, 020114 (2019).

K. Perkins, A. Price, C. Wieman, “Teaching with Simulations,” The Science Teacher 86:7,  pp 46-52 (2019).

S. Salehi, N.G Holmes, C. Wieman, “Exploring bias in mechanical engineering students’ perceptions of classmates,” PLOS One https://doi.org/10.1371/journal.pone.0212477 (2019).

N.G. Holmes, C. Walsh, K. Quinn, C. Wieman, “Quantifying critical thinking: development and validation of the physics lab inventory of critical thinking,” Phys. Rev. Phys. Educ. Res.15, 010135 (2019).

C. Wieman, “Expertise in University Teaching & the Implications for Teaching Effectiveness. Evaluation & Training,” Dædalus, MIT Press (2019).

N.G. Holmes, B. Keep, C. Wieman, “Developing scientific decision making by structuring and supporting student agency.” Phys. Rev. Phys. Educ. (2019).

E. Burkholder, A. M. Price, M. Flynn, and C. E. Wieman, “Assessing problem-solving in science and engineering programs,” 2019 PERC Proceedings [Provo, UT, July 24-25, 2019], edited by Y. Cao, S. Wolf, and M. B. Bennett.

S. Salehi, K.D. Wang, R. Toorawa, C. Wieman, “Can majoring in computer science improve general problem-solving skills?” SIGCSE ’20: Proceedings of the 51^st ACM Technical Symposium on Computer Science Education. (2020).

E.W. Burkholder, J. K. Miles, T. J. Layden, K. D. Wang, A. V. Fritz, & C. E. Wieman, “A template for teaching and assessment of problem solving in introductory physics,” Phys. Rev. Phys. Educ. Res., 16, 010123 (2020).

 

Peer-reviewed conference papers

E. Kuo, N. R. Hallinen, and L. D. Conlin (2015) “How prompting force diagrams discourages student use of adaptive problem-solving shortcuts,” 2015 PERC Proceedings [College Park, MD, July 29-30, 2015], edited by A. D. Churukian, D. L. Jones, and Lin Ding.

N. G. Holmes (2015) “Developing Quantitative Critical Thinking in the Introductory Physics Lab,” 2015 PERC Proceedings [College Park, MD, July 29-30, 2015], edited by A. D. Churukian, D. L. Jones, and Lin Ding.

S. Salehi, M. Keil, E. Kuo, and C. E. Wieman (2015) How to structure an unstructured activity: Generating physics rules from simulation or contrasting cases, 2015 PERC Proceedings [College Park, MD, July 29-30, 2015], edited by A. D. Churukian, D. L. Jones, and Lin Ding.

C. E. Wieman and N. G. Holmes (2015) Measuring the impact of introductory physics labs on learning and critical thinking, 2015 PERC Proceedings [College Park, MD, July 29-30, 2015], edited by A. D. Churukian, D. L. Jones, and Lin Ding.

N. G. Holmes and C. E. Wieman (2015) “Assessing modeling in the lab: Uncertainty and measurement,” 2015 BFY Proceedings [College Park, MD, July 22-24, 2015], edited by M. Eblen-Zayas, E. Behringer, and J. Kozminski.