Seeking instructional specificity: An example from analogical instruction

by Eric Kuo, Carl E. Wieman
Published 2015-11-01

Toward instructional design principles: Inducing Faraday’s law with contrasting cases

by Eric Kuo, Carl E. Wieman
Published 2016-04-01

Examining and contrasting the cognitive activities engaged in undergraduate research experiences and lab courses

by N. G. Holmes, Carl E. Wieman
Published 2016-07-01

What do AP physics courses teach and the AP physics exam measure?

by Eric W. Burkholder, Carl E. Wieman
Published 2019-08-01

Mixed results from a multiple regression analysis of supplemental instruction courses in introductory physics.

by Eric Burkholder, Shima Salehi, Carl E Wieman
Published 2021-01-01

Developing scientific decision making by structuring and supporting student agency

by N. G. Holmes, Benjamin Keep, Carl E. Wieman
Published 2020-02-01

Transforming a fourth year modern optics course using a deliberate practice framework

by David J. Jones, Kirk W. Madison, Carl E. Wieman
Published 2015-09-01

Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content

by N. G. Holmes, Jack Olsen, James L. Thomas, Carl E. Wieman
Published 2017-05-01

Students know what physicists believe, but they don’t agree: A study using the CLASS survey

by Kara E. Gray, Wendy K. Adams, Carl E. Wieman, Katherine K. Perkins
Published 2008-11-01

Students know what physicists believe, but they don’t agree: A study using the CLASS survey

by Kara E. Gray, Wendy K. Adams, Carl E. Wieman, Katherine K. Perkins
Published 2008-11-01

Educational transformation in upper-division physics: The Science Education Initiative model, outcomes, and lessons learned

by Stephanie V. Chasteen, Bethany Wilcox, Marcos D. Caballero, Katherine K. Perkins, Steven J. Pollock, Carl E. Wieman
Published 2015-09-01