Zobrazeno 1 - 10
of 210
pro vyhledávání: '"Caballero, Marcos D."'
Expanding on other work in the Physics Education Community, we apply Social Network Analysis to a Faculty Online Learning Community focused on facilitating the integration of computation into physics courses. The Partnership for Integration of Comput
Externí odkaz:
http://arxiv.org/abs/2407.00193
In recent years, computing has become an important part of the way we teach and learn physics. Teachers, both at high school and college levels, now use computational activities in many of their courses. Physics departments are offering specialized c
Externí odkaz:
http://arxiv.org/abs/2308.15983
Contemporary content-focused research-based assessment instruments (RBAI's) typically use instrument items (i.e., questions) as the unit of assessment for instrument scoring, reporting, and validation. Couplet scoring, introduced in this paper, emplo
Externí odkaz:
http://arxiv.org/abs/2307.03099
Autor:
Vignal, Michael, Geschwind, Gayle, Pollard, Benjamin, Henderson, Rachel, Caballero, Marcos D., Lewandowski, H. J.
Measurement uncertainty is a critical feature of experimental research in the physical sciences, and the concepts and practices surrounding measurement uncertainty are important components of physics lab courses. However, there has not been a broadly
Externí odkaz:
http://arxiv.org/abs/2302.07336
Publikováno v:
Phys. Rev. Phys. Educ. Res. 27, 2 (2022)
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 barriers to learning that computation might bring to a science classroom o
Externí odkaz:
http://arxiv.org/abs/2202.07718
Publikováno v:
Physical Review Physics Education Research 19, 010134; Published 15 May 2023
Rubric-based admissions are claimed to help make the graduate admissions process more equitable, possibly helping to address the historical and ongoing inequities in the U.S. physics graduate school admissions process that have often excluded applica
Externí odkaz:
http://arxiv.org/abs/2112.06886
Autor:
Cooper, Melanie M.1 (AUTHOR) mmc@msu.edu, Caballero, Marcos D.2,3,4 (AUTHOR), Carmel, Justin H.5 (AUTHOR), Duffy, Erin M.6 (AUTHOR), Ebert-May, Diane7 (AUTHOR), Fata-Hartley, Cori L.8 (AUTHOR), Herrington, Deborah G.9 (AUTHOR), Laverty, James T.10 (AUTHOR), Nelson, Paul C.8 (AUTHOR), Posey, Lynmarie A.1 (AUTHOR), Stoltzfus, Jon R.11 (AUTHOR), Stowe, Ryan L.12 (AUTHOR), Sweeder, Ryan D.13 (AUTHOR), Tessmer, Stuart2 (AUTHOR), Underwood, Sonia M.5 (AUTHOR)
Publikováno v:
PLoS ONE. 5/31/2024, Vol. 19 Issue 5, p1-17. 17p.
As systematic inequities in higher education and society have been brought to the forefront, graduate programs are interested in increasing the diversity of their applicants and enrollees. Yet, structures in place to evaluate applicants may not suppo
Externí odkaz:
http://arxiv.org/abs/2110.04329
Across the field of education research there has been an increased focus on the development, critique, and evaluation of statistical methods and data usage due to recently created, very large data sets and machine learning techniques. In physics educ
Externí odkaz:
http://arxiv.org/abs/2106.11038
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 topic, especially in disciplinary science courses. Physics classes wi
Externí odkaz:
http://arxiv.org/abs/2105.07981