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Cornell University

Natasha Holmes Group

Publications

2020

“Let’s just pretend”: Students’ shifts in frames during a content-reinforcement lab

Smith EM, Holmes NG. “Let’s just pretend”: Students’ shifts in frames during a content-reinforcement lab. In: Conference. 2020. pp. 484-489, .

Examination of quantitative methods for analyzing data from concept inventories

Burkholder E, Walsh C, Holmes NG. Examination of quantitative methods for analyzing data from concept inventories. Physical Review Physics Education Research. 2020;16(1).

What do equitable physics lab groups look like in light of inchargeness?

Jeon S, Sayre E, Holmes NG. What do equitable physics lab groups look like in light of inchargeness?. In: . 2020. pp. 777-778, .

Group roles in unstructured labs show inequitable gender divide

Quinn KN, Kelley MM, McGill KL, Smith EM, Whipps Z, Holmes NG. Group roles in unstructured labs show inequitable gender divide. Physical Review Physics Education Research. 2020;16(1).

How expectations of confirmation influence students' experimentation decisions in introductory labs

Smith EM, Stein MM, Holmes NG. How expectations of confirmation influence students' experimentation decisions in introductory labs. Physical Review Physics Education Research. 2020;16(1).

Ready student one: Exploring the predictors of student learning in virtual reality

Madden J, Pandita S, Schuldt JP, Kim B, Won AS, Holmes NG. Ready student one: Exploring the predictors of student learning in virtual reality. PLoS ONE. 2020;15(3).

Developing scientific decision making by structuring and supporting student agency

Holmes NG, Keep B, Wieman CE. Developing scientific decision making by structuring and supporting student agency. Physical Review Physics Education Research. 2020;16(1).

Direct measurement of the impact of teaching experimentation in physics labs

Smith EM, Stein MM, Walsh C, Holmes NG. Direct measurement of the impact of teaching experimentation in physics labs. Physical Review X. 2020;10(1).

Assessing the assessment: Mutual information between response choices and factor scores

Walsh C, Holmes NG. Assessing the assessment: Mutual information between response choices and factor scores. In: Conference. 2020. pp. 597-602, .

Context of authority may affect students’ evaluations of measurement

Smith EM, Chodkowski N, Holmes NG. Context of authority may affect students’ evaluations of measurement. In: Conference. 2020. pp. 554-559, .