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!
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.