Director, the Discipline-Based Science Education Research Center
Professor, University of Pittsburgh Department of Physics and Astronomy
Center Associate, Learning Research & Development Center
Sources of student difficulties in learning physics, both at the introductory and advanced levels, and the design, implementation, and curricula/pedagogies that may significantly reduce these difficulties.
Marshman, E., Kalender, Z. Y., Schunn, C., Nokes-Malach, T., & Singh, C. (2017). A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences. Canadian Journal of Physics.
Canadian Science Publishing posted a blog related to a physics paper by Tim Nokes-Malach, Chris Schunn, Chandralekha Singh, and co-authors Emily Marshman and Zeynep Y. Kalender, titled "The Experiences of Female Students in an Introductory Physics Course" on December 29, 2017. The paper referred to in the article is "A Longitudinal Analysis of Students’ Motivational Characteristics in Introductory Physics Courses: Gender Differences." S
December 29, 2017