CERL Publications

---

This page is currently “under construction” and is not a complete list of the publications that CERL folks have been involved with. Check back in the future for an updated list!

[1]

M. Kubsch and P. C. Hamerski, “Dynamic Energy Transfer Models,” The Physics Teacher, vol. 60, no. 7, pp. 583–585, Oct. 2022, doi: 10.1119/5.0037727.

[2]

S. Castle, “If Creativity Return Computing: Exploring the Impact of Computing on Students’ Mathematical Creativity in Linear Algebra,” in Proceedings of the 2022 ACM Conference on International Computing Education Research - Volume 2, Lugano and Virtual Event Switzerland, Aug. 2022, pp. 24–25. doi: 10.1145/3501709.3544274.

[3]

P. C. Hamerski, D. McPadden, M. D. Caballero, and P. W. Irving, “Students’ perspectives on computational challenges in physics class,” Phys. Rev. Phys. Educ. Res., vol. 18, no. 2, p. 020109, Aug. 2022, doi: 10.1103/PhysRevPhysEducRes.18.020109.

[4]

D. P. Weller, T. E. Bott, M. D. Caballero, and P. W. Irving, “Development and illustration of a framework for computational thinking practices in introductory physics,” Phys. Rev. Phys. Educ. Res., vol. 18, no. 2, p. 020106, Jul. 2022, doi: 10.1103/PhysRevPhysEducRes.18.020106.

[5]

P. C. Hamerski, D. Silvia, and M. D. Caballero, “Exploring Self-Efficacy in Data Science,” in Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2, Dublin Ireland, Jul. 2022, pp. 633–634. doi: 10.1145/3502717.3532131.

[6]

P. W. Irving, D. McPadden, and M. D. Caballero, “Communities of practice as a curriculum design theory in an introductory physics class for engineers,” Phys. Rev. Phys. Educ. Res., vol. 16, no. 2, p. 020143, Dec. 2020, doi: 10.1103/PhysRevPhysEducRes.16.020143.

[7]

A. Pawlak, P. W. Irving, and M. D. Caballero, “Learning assistant approaches to teaching computational physics problems in a problem-based learning course,” Phys. Rev. Phys. Educ. Res., vol. 16, no. 1, p. 010139, Jun. 2020, doi: 10.1103/PhysRevPhysEducRes.16.010139.

[8]

T. O. B. Odden, E. Lockwood, and M. D. Caballero, “Physics computational literacy: An exploratory case study using computational essays,” Phys. Rev. Phys. Educ. Res., vol. 15, no. 2, p. 020152, Dec. 2019, doi: 10.1103/PhysRevPhysEducRes.15.020152.

[9]

M. D. Caballero, N. Chonacky, L. Engelhardt, R. C. Hilborn, M. L. del Puerto, and K. R. Roos, “PICUP: A Community of Teachers Integrating Computation into Undergraduate Physics Courses,” The Physics Teacher, vol. 57, no. 6, pp. 397–399, Sep. 2019, doi: 10.1119/1.5124281.

[10]

D. Silvia, B. O’Shea, and B. Danielak, “A Learner-Centered Approach to Teaching Computational Modeling, Data Analysis, and Programming,” in Lecture Notes in Computer Science, Springer International Publishing, 2019, pp. 374–388. doi: 10.1007/978-3-030-22750-0_30.

[11]

P. W. Irving, M. J. Obsniuk, and M. D. Caballero, “P ³ : a practice focused learning environment,” Eur. J. Phys., vol. 38, no. 5, p. 055701, Sep. 2017, doi: 10.1088/1361-6404/aa7529.