Papers and Presentations

Mahmood, M. S., Talafian, H., Shafer, D., Kuo, E., Lundsgaard, M., & Stelzer, T. (2024)*. Navigating socio-emotional risk through comfort-building in physics teacher professional development: A case study. Journal of Research in Science Teaching, 1–35.

Ouellette, E., Lewsirirat, S., Biju Sebastian, R., Lundsgaard, M., Krist, C., & Kuo, E. (2023, July 19-20). Alignment between student epistemological views and experiences with course structures in introductory physics: A Case Study. In D. Jones, Q. X. Ryan, and A. Pawl (Eds.), 2023 Physics Education Research Conference, Sacramento, CA, July 19-20, 2023 (pp. 260-265).

Adlakha, V. & Kuo, E. (2023). Applying Causal Inference Principles to the Analysis of Observational Studies in Physics Education Research. Physical Review Physics Education Research, 19, 020160.

Boden, K., Kuo, E., Nokes-Malach, T.J., Wallace, T., & Menekse, M. (2023). Investigating the Predictive Relations Between Self-efficacy and Achievement Goals on Procedural and Conceptual Science Learning. Journal of Educational Research, 116(5), 241-253.

Talafian, H., & Ansell, K. (2023). Characterizing the complexities of experimental decision-making in an introductory lab practical. In Proceedings of the Physics Education Research Conference (PERC) (pp.362-367)

Talafian, H., Lundsgaard, M., Mahmood, M., Shafer, D., Stelzer, T. J., & Kuo, E. (2023). Responsive Professional Development: A Facilitation Approach for Teachers' Development in a Physics Teaching Community of Practice. arXiv preprint arXiv:2310.11375.

Presentations at the 2023 American Association of Physics Teachers Summer Meeting and Physics Education Research Conference, Sacramento CA, July 16-20 2023.

Presentations at the 2023 American Physical Society April Meeting, Minneapolis, MN, April 15 - 18, 2023.

Kuo, E. (2023). Two Perspectives on Physics Problem Solving and Their Relation to Adaptive Expertise. In M. F. Taşar and P. R. L. Heron (Eds.), The International Handbook of Physics Education Research: Learning Physics (pp. 10-1 to 10-26). AIP Publishing.

Presentations at the 2022 American Association of Physics Teachers Summer Meeting and Physics Education Research Conference, Grand Rapids, MI, July 9 - 13, 2022.

Presentations at the 2022 American Physical Society April Meeting, New York, NY, April 9 - 12, 2022.

G. Ehrlich, K. Gifford, E. Kuo, and E. Bumbacher, Seeking physical/mathematical coherence by recruiting and reconciling reasoning: A case study in E&M, in Proceedings of the 2021 Physics Education Research Conference, online, edited by M.B. Bennett, B.W. Frank, and R.E. Vieyra (2021), p. 111.

K. Gifford, G. Ehrlich, E. Bumbacher, and E. Kuo, Seeking coherence and switching reasoning after forgetting an equation, in Proceedings of the 2021 Physics Education Research Conference, online, edited by M.B. Bennett, B.W. Frank, and R.E. Vieyra (2021), p. 154.

S. Jaramillo, E. Kuo, B. Rottman, and T. Nokes-Malach, Investigating causal inference difficulties with a simple, qualitative force-and-motion problem, in Proceedings of the 2021 Physics Education Research Conference, online, edited by M.B. Bennett, B.W. Frank, and R.E. Vieyra (2021), p. 197.

Presentations at the 2021 American Association of Physics Teachers Summer Meeting and Physics Education Research Conference, online, July 31 - August 5, 2021.

J. W. Morphew, E. Kuo, Q. King-Shepard, R. Lin, P. Kwon, T. J. Nokes-Malach, and J. P. Mestre, Seeing and Doing Are Not Believing: Investigating When and How Conceptual Knowledge Impinges on Observation and Recall of Physical Motion, Journal of Experimental Psychology: Applied 27, 307 (2021).

E. Kuo, M. M. Hull, A. Elby, and A. Gupta, Assessing Mathematical Sensemaking in Physics through Calculation-Concept Crossover, Phys. Rev. Phys. Educ. Res. 16, 020109 (2020).

Presentations at the 2020 American Association of Physics Teachers Summer Meeting and Physics Education Research Conference, online, July 19-23, 2020.

E. Kuo, N.K. Weinlader, B.M. Rottman, and T.J. Nokes-Malach, Using causal networks to examine resource productivity and coordination in learning science, in The Interdisciplinary of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2., Nashville, Tennessee, edited by M. Gresalfi and I. S. Horn (2020), p. 875.

K. Ansell "Cultivating adaptive expertise in the introductory physics laboratory"

Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos. Jason W. Morphew, Gary E. Gladding, and Jose P. Mestre, Phys. Rev. Phys. Educ. Res. 16, 010104 (2020)

Zhang, M, A. Engel, T. Stelzer, and J. Morphew. "Effect of online practice exams on student performance." Paper presented at the Physics Education Research Conference 2019, Provo, UT, July 24-25, 2019.

B. Gutmann "Tools for underprepared students in engineering physics with a focus on online mastery learning exercises"

Presentations made by the Illinois PER group at the 2019 American Association of Physics Teachers Summer Meeting and Physics Education Research Conference, held in Provo, UT July 20-25.

B. Gutmann, N. Schroeder, and T. Stelzer, Effective Grain-Size of Mastery-Style Online Homework Levels, presented at the Physics Education Research Conference 2018, Washington, DC, 2018, .

G. Ehrlich and M. Selen, "Eureka!" "That's funny...": Problematization and value in two classroom epiphanies, presented at the Physics Education Research Conference 2018, Washington, DC, 2018, .

Presentations made by the Illinois PER group at the 2018 American Association of Physics Teachers Summer Meeting and Physics Education Research Conference, held in Washington, DC July 28-August 2.

Brianne Gutmann, Gary Gladding, Morten Lundsgaard, and Timothy Stelzer
Phys. Rev. Phys. Educ. Res. 14, 010128 – Published 18 May 2018

Presentations given at the 2018 American Association of Physics Teachers Winter Meeting, held in San Diego, CA, January 6-9.

William R. Evans and Mats A. Selen
Phys. Rev. Phys. Educ. Res. 13, 020119 (2017) - Published 4 October 2017

Poster presented at the 2017 Physics Education Research Conference (PERC) describing the effects of lesson design on the choices students make while doing at-home physics experiments.

Poster presented at the Foundations and Frontiers in Physics Education Research (FFPER) 2017 conference describing effects of skills-focused lab instruction on student data analysis strategies and the conclusions they reach.

K. Ansell and M. Selen, Student attitudes in a new hybrid design-based introductory physics laboratory, presented at the Physics Education Research Conference 2016, Sacramento, CA, 2016, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14188&DocID=4540>.

Poster presented at the 2016 Physics Education Research Conference describing laboratory reform efforts in introductory calculus-based mechanics and some preliminary results.

This is a supplemental information page for the research I am presenting at the 2015 AAPT Summer Meeting regarding clinical studies investigating the use of mastery-style online homework in introductory physics classes.

Poster presented at the 2015 Physics Education Research Conference describing a clinical study probing the effectiveness of describing before exploring vs exploring before describing as physics instructional methods.

Landing page for Noah's 2015 Poster Supplements

Selen, M. A., Stelzer, T. J. (2008) U.S. Patent CA 2576495 A1. Washington, D.C.: U.S. Patent and Trademark Office

N. Schroeder, G. Gladding, B. Gutmann, and T. Stelzer. "Narrated animated solution videos in a mastery setting", Phys.Rev. ST Phys. Educ. Res. 11, 010103. (2015)

W. Fakcharoenphol and T. Stelzer "Physics exam preparation: A comparison of three methods" Phys. Rev. ST Phys. Educ. Res. 10, 010108 (2014)

**Nokes-Malach, T.J. & Mestre, J.P. (2013). Educational Psychologist, 48 (#3) 184-207.

Henderson, C., Barthelemy, R., Finkelstein, N. D., & Mestre, J. P. (2012). Physics Education Research funding census. In N. S. Rebello, P. V. Engelhardt, & C. Singh (Eds.), Proceedings of the 2011 Physics Education Research Conference (pp. 211-214). Melville NY: American Institute of Physics. doi:10.1063/1.3680032.

Docktor, J.L, Mestre, J.P. & Ross, B.H. (2012). Physical Review-Special Topics: Physics Education Research, 8 (#2) 020102 (11 pages).

Christianson, K., Mestre, J.P., & Luke, S.G. (2012). Applied Cognitive Psychology, 26, 810-822.

Mestre, J.P. & Ross, B.H. (Eds.). (Academic Press: San Diego CA) 313 pages (2011).

Torigoe, E.T.; Gladding, G.E.. American Journal of Physics, v 79, n 1, p 133-40, Jan. 2011

Phys. Rev. ST Physics Ed. Research 7, 010107 (2011)

T. Stelzer, D. Brookes, G. Gladding, and, J. Mestre. "Impact of multimedia learning module on an introductory course on electricity and magnetism," American Journal of Physics 78 755 (2010).

Physical Review Special Topics: Physics Education

Journal of the Learning Sciences, 19(#4), 480-505

Physical Review Special Topics - Physics Education

T. Stelzer, G. Gladding, J. Mestre and D. Brookes. "Comparing the efficacy of multimedia modules with traditional textbooks for the learning of introductory physics content," American Journal of Physics 77 184 (2009)

American Association of Physics Teachers Summer Conference

April APS Meeting St. Louis, MO

AAPT Summer Meeting, Greensboro, NC

2007 Physics Education Research Conference, AIP Conf. Proceedings

7^th International Conference of the Learning Sciences, Indiana University, Bloomington, IN

AAPT Summer Meeting: Syracuse, NY

Phys. Rev. ST Phys. Educ. Res. 2, 020107

2006 Physics Education Research Conference, AIP Conf. Proceedings

Phys. Rev. ST Phys. Educ. Res. 2, 020102

Systemic Changes in Teaching at Leading Research Universities, AAPT, College Park, MD

AAPT Meeting, Salt Lake City, UT, August 2005 (Contributed Talk)

AAPT Meeting, Salt Lake City, UT, (Invited Talk)

APS Forum on Education Fall Newsletter

(393 pages). Greenwich, CT: Information Age Publishing

In J. Mestre (Ed.), Transfer of Learning from a Modern Multidisciplinary Perspective (pp. 155-215). Greenwich, CT: Information Age Publishing

In J. Mestre (Ed.), Transfer of Learning from a Modern Multidisciplinary Perspective (pp. vii-xxvi). Greenwich, CT: Information Age Publishing

In J.M Royer (Ed.) The Cognitive Revolution in Educational Psychology (pp. 119-164). Greenwich, CT: Information Age Publishing

Peer Review, 7(#2, Winter Issue), 24-27

Proceedings of the 2004 Physics Education Research Conference, Sacramento, CA

University of Florida, Gainesville, FL, November 2004 (Colloquium)

University of Wisconsin, Madison, WI, October 2004 (Seminar)

International Society for the Scholarship of Teaching and Learning, Bloomington, IN, October 2004 (Contributed Talk)

AAPT Meeting, Sacramento, CA, August 2004 (Contributed Talk)

ISAAPT Spring Meeting, Urbana, IL, April 2004 (Contributed Talk)

Proceedings of the 2003 Physics Education Research Conference, Madison, WI. Melville, NY: American Institute of Physics

In E. Redish & M. Vicentini (Eds.), Proceedings of the International School of Physics �Enrico Fermi�, Course CLVI, Research on Physics Education (pp. 367-408). Amsterdam: IOS Press

SENCER Backgrounder (published online)see: http://www.sencer.net/pdfs/Backgrounders/ImplicationsofLearningResearchforTeachingScience.pdf

University of Washington, Seattle, WA, Spring 2004 (Seminar)

University of Illinois

Physics Course Conference, Arlington, VA November 2003 (Invited Talk)

AAPT Meeting, Madison, WI, August 2003 (Contributed Talk)

AAPT Meeting, Madison, WI, August 2003 (Invited Talk)

(225 pages). Boston, MA: Allyn & Bacon

(431 pp.). Dubuque, IA: Kendall/Hunt Publishing

AAPT Meeting, Austin, TX, January 2003 (Contributed Talk)

AAPT Meeting, Austin, TX, January 2003 (Invited Talk)

National Science Foundation Report #NSF03-212. 27 pages

Cottrell Scholar Conference, Tucson, AZ, July 2002

(404 pp.). Dubuque, IA: Kendall/Hunt Publishing

Journal of Computers in Mathematics and Science Teaching, 21(3), 229-251

In R.W. Bybee (Ed.), Learning Science and the Science of Learning (pp. 13-22). Arlington, VA: National Science Teachers Association

Journal of Applied Developmental Psychology, 23, 9-50

Forum on Education of the Am. Phys. Soc., 7-8 (Fall 2001)

Industrial Physics Forum

(252 pp.). Dubuque, IA: Kendall/Hunt Publishing

Physics Education, 36, #1, 44-51

Vol. 21, #1. (135 pp.)

(173 pp.). Dubuque, IA: Kendall/Hunt Publishing

(458 pp.). Dubuque, IA: Kendall/Hunt Publishing

(207 pp.). Dubuque, IA: Kendall/Hunt Publishing

In G. Buck, J. Hehn, & D. Leslie-Palecky (Eds.), The Role of Physics Departments in Preparing K-12 Teachers (pp. 109-129). College Park, MD: American Institute of Physics

Journal of Applied Developmental Psychology, 21, 1-11

In R. Lesh, R. & A. Kelly, (Eds.), Handbook of Research Methodologies for Science and Mathematics Education (pp. 151-168). Hillsdale, NJ: Lawrence Erlbaum Associates

(380 pp.). Dubuque, IA: Kendall/Hunt Publishing

(224 pp.). Dubuque, IA: Kendall/Hunt Publishing

(372 pp.). Dubuque, IA: Kendall/Hunt Publishing

(224 pp.). Dubuque, IA: Kendall/Hunt Publishing

(345 pp.). Dubuque, IA: Kendall/Hunt Publishing

(190 pp.). Dubuque, IA: Kendall/Hunt Publishing

Forum on Education of the Am. Phys. Soc., 9-11 (Summer 1997)

In E.F. Redish & J.S. Rigden (Eds.), The Changing Role of Physics Departments in Modern Universities: Proceedings of International Conference on Undergraduate Physics Education (pp. 1019-1036). Woodbury, NY: American Institute of Physics

In A. McNeal and C. D�Avanzo (Eds.), Student-Active Science: Models of Innovation in College Science Teaching (pp. 431-452). Orlando, FL: Saunders College Publishing

American Journal of Physics, 64, 1495-1503

Cognition & Instruction, 14, 373-408

Journal of Computing in Higher Education, 7, 3-47

International Journal of Science Education, 17, 255-269

In S.J. Fitzsimmons & L.C. Kerpelman (Eds.), Teacher Enhancement for Elementary and Secondary Science and Mathematics: Status, Issues and Problems (pp. 3i-3iv). Washington, D.C.: National Science Foundation (NSF 94-80)

In S.J. Fitzsimmons & L.C. Kerpelman (Eds.), Teacher Enhancement for Elementary and Secondary Science and Mathematics: Status, Issues and Problems (pp. 3-1 - 3-53). Washington, D.C.: National Science Foundation (NSF 94-80)

Proceedings of the National Science Foundation Workshop on the Role of Faculty from the Scientific Disciplines in the Undergraduate Education of Future Science and Mathematics Teachers (pp. 120-123). Washington, DC: NSF. (NSF 93-108)

Journal of Research in Science Teaching, 30, 303-317

Journal of the Learning Sciences, 1992, Vol. 2, No. 3, Pages 307-331

In D. Halpern (Ed.), Enhancing Thinking Skills in the Sciences and Mathematics (pp. 77-94). Hillsdale, NJ: Lawrence Erlbaum Association

In G. Keller, R. Magallan, & J. Deneen (Eds.), Assessment and Access for Hispanics in Higher Education (pp. 39-66). Albany, NY: The State University of New York Press

Physics Today, 44, #9 (Sept.), 56-62

Second Edition. NY, NY: The College Board

In M. White & J. Goldsmith (Eds.), Standards and Review Manual: Handbook of Theory and Practice in Knowledge Engineering (pp. 502-520). Kensington, MD: Systemsware

Journal of Educational Psychology, 1989 Dec Vol 81(4) 547-557

The Physics Teacher, 27, 447-456

Memory & Cognition, 17, 627-638

In D. Crowell, V. Kobayashi & D. Topping (Eds.), Thinking Across Cultures: The Third International Conference on Thinking (pp. 455-466). Hillsdale, NJ: Lawrence Erlbaum Associates

Hillsdale, NJ: Lawrence Erlbaum Associates

In R. Barojas (Ed.), AIP Conference Proceedings 173: Cooperative Networks in Physics Education (pp. 109-114). New York, NY: American Institute of Physics

Proceedings of the Tenth Annual Conference of the Cognitive Science Society (pp. 312-318). Hillsdale, NJ: Lawrence Erlbaum Associates

The Ideas of Algebra, K-12: 1988 Yearbook of the National Council of Teachers of Mathematics (127-135). Reston, VA: NCTM

Journal of the National Association for Bilingual Education, 12, 243-279

In R.R. Cocking and J.P. Mestre (Eds.), Linguistic and Cultural Influences on Learning Mathematics (pp. 201-220). Hillsdale, NJ: Lawrence Erlbaum Associates

In R.R. Cocking and J.P. Mestre (Eds.), Linguistic and Cultural Influences on Learning Mathematics (pp. 3-16). Hillsdale, NJ: Lawrence Erlbaum Associates